Concept Of Learning Organization Research Articles

Digital systems for special educational needs documentation in Swedish preschools: new organisational maps for municipalities and professionals

ABSTRACT This article examines the use of digital documentation systems for preschool special education in Swedish municipalities. Drawing on concepts of organisational learning, the research examines the extent to which municipalities use digital systems and their rationales for such use. A survey of municipalities’ use of digital documentation systems indicated three different system types, and findings from interviews with officials in six municipalities suggest two core rationales that guide documentation systems for special education in preschools. The first rationale focuses on managing knowledge rooted in systems’ formal properties and legal-regulatory frameworks. The second concerns managing professional practice through documentation processes, access, and communication. Digital solutions have consequences for managing and processing documentation and the utilisation of professional knowledge. For the municipality to be a learning organisation, greater interactions are needed between the two, and special educational knowledge needs to play a greater role and be generated and stored through documentation practice.

Knowledge Management: Any changes in the Research Agenda?

Knowledge Management: Any changes in the Research Agenda?

ANALYSIS OF PARTICULAR SYSTEMS AND APPLICATIONS IN THE MODEL OF BLENDED LEARNING IN SECONDARY EDUCATION INSTITUTIONS

The article analyzes some information and communication technologies and tools that can be used in the process of organizing education in secondary education institutions according to the model of blended learning; their advantages and disadvantages are considered from the point of view of the teacher, students, and parents. The purpose of the article is to analyze information and communication technologies and tools that can be used in the process of organizing education in secondary education institutions based on the model of mixed education. Research methods applied: comparative analysis of particular systems and technologies for supporting blended learning in secondary education institutions to identify the most effective in modern conditions. A comparative analysis of such learning support systems as Moodle, Google Classroom, Human and Microsoft Teams, which are the most common in secondary education institutions of Ukraine, is provided; feedback systems Google Forms, Survio and Online Test Pad are considered, as they can be used to control the educational achievements of students both during classroom and out-of-class education. The possibilities, advantages, and disadvantages of the given testing systems are described. Also, the AR Book immersive application for visualization of the learning process and the possibility of creating a personal educational environment for both the student and the teacher is considered. The proposed overview analysis of some software tools for organizing the learning process by the blended learning model does not reveal the multifaceted nature of information and communication technologies and requires a more thorough consideration and description, especially immersive technologies in the concept of learning organization.

Organisational Learning: A Resource-Based View Analysis

This study theoretically analyzed the relationship between organisational learning (OL) and resource-based view (RBV) in line with examining the concept of OL, concept of RBV, nexus between OL and RBV, response between OL and RBV, calibrating the challenges in synergizing OL and RBV and exploring the competitive advantage in optimizing OL to feature non-substitutable, rare, inimitable, and valuable (NRIV) attributes of RBV. The methodology engaged was the narrative literature review which is validated by its potency to align numerous authors’ perspectives for correlation and explanation. The paper is of the position that OL and its components when optimally refined and optimized are capable of attaining NRIV status and can position an organization at the leading cadre in its industry. The review explored and uncovers relevant literature, and made postulations in comprehending and validating the dynamic relationship in the interplay between OL and RBV.

Methodological approaches as a scientific basis for creating a pedagogical concept of distance learning organization in higher education institutions

The article examines e-learning as a special form of education and a pedagogical system based on the use of digital technologies. The content of the structural components of e-learning at universities is a pedagogical system that includes goals, means of communication, content of educational information, and subjects of the educational process. with guaranteed achievement of results as a system-forming factor. The following features of the means of communication between the subjects of the educational process are taken into account: students, teachers, tutors, specialist experts, resource developers (designers of pedagogical situations) and their functions. Scientific, methodological and technological support for achieving the desired result of e-learning at universities has been built, taking into account the individual needs of students, expanding the functions of teachers and implementing educational information through digitalization. A diagnostic toolkit has been developed for conducting a predictive pedagogical examination to develop, clarify and adjust students’ individual educational trajectories, taking into account expert opinions.

Policy and organisational learning in judicial reform: evidence from Italy

The Italian judicial system is well-known for its substandard performance by comparison with its European peers. In this article, we analyse the implementation of an important reform of the Italian judicial system designed and implemented in the context of the National Recovery and Resilience Plan funded by Next Generation EU. The reform, launched in February 2022, involves the introduction of a new organisational structure (The Office for the Trial) staffed with 16,500 newly appointed judicial assistants, representing an increase of about one third of the total judicial workforce employed in Italy. By leveraging the concepts of policy and organisational learning (OL), we show that variation of the modes of policy learning observed in implementation design is linked with variation in the organisational models adopted by different judicial offices to implement the reform. Then, by connecting organisational models to OL and focusing on the performance of five selected sections within the Court of Appeal of Milan, we show that organisational models informed by reflexivity are associated with better performance than models informed by hierarchy. The study contributes to scholarship on policy and OL, as well as providing a first, albeit limited and exploratory, empirical evaluation of a strategic public sector reform.

Learning Organization: The Cornerstone of Organizational Development in Non Profit Management

The developmental organizations are trying to develop and incorporate the learning organization’s culture in their strategic plans as profit organizations do. Today learning culture is integral to many NGOs in Europe and America. Though the concept of a learning organization is familiar in the business world, its scope is not yet identified in the Indian nonprofit sector. This quantitative study using survey research design attempts to know the level of understanding of learning organizational practices in nonprofit organizations, various dimensions of a learning organization, and how it is conceptualized by NGO leaders and other professionals. The study was conducted in sixteen rehabilitation NGOs, with 150 respondents including NGO managers and Professionals. The survey used a five-point Learning Organization scale based on Peter Senge’s (1990) Learning Organizations Theory. The survey found a significant difference between the level of understanding of the Learning Organization concept among NGO leaders and professionals in most of the NGOs. The findings suggest that there is an urge among NGO management to practice learning in their respective NGOs by giving prime focus to learning organizational dimensions. It is quite essential to promote individual learning but the organization needs to learn how to learn together to ensure sustainability, professional enhancement, and development.

Analisis Penerapan Konsep Organisasi Belajar Pada AB Home Education

Building a learning organization can be done by maximizing five models of learning organization systems that are interrelated, namely learning, organization, people, knowledge, and technology. Each of the learning organization's five components actively supports each other to get maximum results, be sustainable, and achieve organizational goals. A strong leader is a leader who always tries to learn and build a learning culture in his organization. In the current era of globalization, the concept of a learning organization is very important to adapt to the dynamic changes of the times. This study aims to analyze the extent to which AB Home Education as an educational institution has implemented the concept of learning organization and applied it in teaching and learning activities. The research method used is qualitative research by conducting interviews and researchers are directly involved as facilitators at AB Home. AB Home Education has applied the concept of learning organization, namely (1) personal mastery, (2) mental models, (3) shared vision, (4) team learning, (5) system thinking through a curriculum that is structured based on community-based education and talents management in education. The curriculum is designed with a composition of 60% activity and 40% academic.

Öğrenen Organizasyon ve İnovasyon Koçluğu Modeli Kurumsal Çeviklik Yaklaşımı: Bir vaka çalışması

In today's world, Industry 4.0 and its effects are seen, organizational agility has become a mandatory item for companies serving around the world. The perception of customer focus and quality, which started with the perception of Total Quality Management, spread rapidly and turned into a world in which agile companies take place with the effect of the competitive market. Companies declare that they are agile by performing agile rituals and framework applications. However, the debate continues on what should be the real organizational agility success and what it should change, which gives us maturity. In the research, the concepts of organizational agility and learning organization were explained in detail, and an innovative model recommendation was made regarding the currently recommended agile methods by adding the aim of innovation. The research model recommendation carried out shows important criteria for the issues that agile processes should focus on in the changing world with the effects of Industry 4.0. The results of the model, which was tested on Agile Teams, are also given in detail.

FROM ROVER TO NOWHERE: A CASE STUDY OF A MANAGEMENT FAD

On the ground of the Rover case, the authors were observed criticism of learning organization from the perspective of postmodernism and from the perspective of critical realism, excluding the perspective of positivism as disadvantageous. Postmodernists perspective is twofold, either an ideal that is close to a dream or a nightmare for its members. Learning organization is a postmodern approach to work that requires a paradigm change in the organization, but all postmodernist theses based on the paradigm change are problematic. From the perspective of critical realism, learning organization has failed to meet three objectives which are essential for any well-founded theory: a clear definition, practical operational advice for managers, and tools and instruments for measuring. The concept of learning organization ignores the fact that management rewards those who contribute to the success and punishes those who make the damage, the terms measurable purely in a financial form. The political question in business organizations is related to the fundamental question: for whose interest does the business organization exist, whether the interest of workers or the interest of capital? The legitimacy of managerial authority is a function of maximizing efficiency and effectiveness in the interests of capital. In a contemporary social context where capital dominates, the concept of a learning organization is naively apolitical. Therefore, the authors concluded that simplified recipes, as learning organization, are simply not relevant for modern organizations and they warn about useless journals that continue to promote the learning organization model.

Barriers to Implementing the Concept of Learning Organization in Public Administration – the Example of PIORiN

Theoretical background: An efficient public administration is a prerequisite for a harmonious development of business, and for the security and prosperity of society. Its rapidity and quality are particularly important in the situation of dynamic economic, political and social changes. However, the model upon which administration is built and functions fails to meet the requirements of the present day. The subject of dysfunctional bureaucracy has been thoroughly analyzed and described in detail. Blind adherence to regulations, reluctance to introduce changes and lack of motivation to help clients are well-known vices of bureaucratic organizations throughout the world. Although countless attempts have been made to change the way these organizations function, the design and implementation of such improvements is hindered by a variety of obstacles. In this article, we shall describe barriers to the process of implementing the concept of a learning organization in a large bureaucratic organization. Purpose of the article: The purpose of the article is to discuss a number of barriers to the process of implementing the concept of a learning organization within a specific bureaucratic organization, namely the State Plant Health and Seed Inspection Service (Państwowa Inspekcja Ochrony Roślin i Nasiennictwa, PIORiN). The barriers discussed were identified in the course of research. Thus, the article adds to the existing body of knowledge about the functioning of bureaucratic organizations, their specificity and processes that take place within them. By identifying potential and actual barriers to the process of change, we can better understand organizational behavior. It also provides practical knowledge about the critical elements of the process of change. Research methods: Research was conducted within a large public institution in charge of phytosanitary controls. Three types of triangulation were used in the study: methodological, theoretical and investigator triangulation. Conclusions were drawn on the basis of a total of 51 interviews, of which 31 were conducted within the organization and 20 with external partners (clients). The basic tool used for collecting data was an open interview, always conducted by two researchers at a time. Interviews were transcribed and read on an ongoing basis with a view to carrying out a preliminary selection and category coding. Four team members participated in the coding process. Codes were subsequently analyzed and grouped into categories that served for drawing conclusions. Main findings: A number of barriers of great consequence for the process of implementing the concept of learning organization in administration have been identified; the most important are: excessive formalization, limited use of clients’ knowledge, insufficient financing, inadequate IT support, and limited cooperation with other public institutions.

The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis

ABSTRACT For 3 decades, policymakers, educators, and scholars have been appealed to the promises of the learning organisation concept. Drawing from the last Teaching and Learning International Survey (TALIS 2018), this paper is the first to use a large-scale cross-country survey to assess the robustness of the relationship between schools operating as learning organisations and teachers’ outcomes, a pivotal question for school improvement and effectiveness. Multiple regression analysis highlights that the factors underpinning a school as a learning organisation (namely, culture of inquiry, shared vision, growing leadership, lower professional learning barriers, and teamwork) have a positive impact on teachers’ job satisfaction and self-efficacy. Policymakers, school staff, and other education stakeholders can use these findings as supporting evidence to engage with the learning organisation concept. Indeed, in times of increased strain on teachers across the globe, becoming a learning organisation can prove a vital shield against deteriorating teachers’ wellbeing.

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>

LEARNING AND CAPACITY FOR RESPONSIBLE INNOVATION

Companies are facing an increasingly complex and dynamic business environment, resorting to innovation as an alternative to increase their competitive capacity. However, the emergence of new technologies and the change to a new model of economic development, which combines economic and financial aspects with socially responsible and environmentally aware perspectives, has generated challenges beyond the response capacity of these companies. The problem lies in how to adjust to new realities quickly and assertively. Recent studies point out that companies need to increase organizational learning to develop innovation capacity, now no longer under traditional parameters, but adopting new models, such as responsible innovation. This study aims to point out determining factors so that, at the same time, organizational learning initiatives and the development of innovation capacity can facilitate the inclusion of responsible innovation in its processes. This is a qualitative and exploratory study, which included a review of the scientific literature that deals with the concepts of organizational learning, innovation capacity and responsible innovation. The results show that organizational learning and innovation capacity development can facilitate the implementation of responsible innovation in the innovative process of companies, contributing to the transition to the responsible and sustainable development model. This implementation can guarantee greater competitive capacity, differentiating the products and services offered by companies in the market, in addition to aligning with the new demands of stakeholders, mainly employees and consumers aware of the new technological and socio-environmental realities.

How Do Interfirm Relationships Affect Altruistic Extra-Role Behavior? The Mediating Effect of Organizational Learning

ABSTRACT Purpose This study aims to explore how personal ties and organizational ties between a distributor and its manufacturer influence the altruistic extra-role behavior of the focal distributor and the mediating effect of organizational learning, as well as the moderating effect of environmental dynamism, on the relationship between interfirm relationships and organizational learning. Methodology/approach The authors collect data from 618 household appliance distributors from Mainland China to support most hypotheses. The multilevel regression analysis and bootstrap test are used to test the hypotheses. Findings Both personal ties and organizational ties positively affect distributor organizational learning. Environmental dynamism strengthens the positive relationship between organizational ties and distributor organizational learning; distributor organizational learning plays a mediating role in the positive relationship between interfirm and altruistic extra-role behavior. At the same time, the mediating effect of distributor organizational learning between interfirm relationships and altruistic extra-role behavior becomes stronger with the increase of environmental dynamism. Research implications This study integrates the concept of organizational learning into the framework of research on the relationship between inter-firm relationships and extra-role altruistic behavior. In the background of a global epidemic, the concept of environmental dynamics is used as a boundary effect to deepen our understanding of relationships. The study also offers suggestions on how managers consider inter-firm relationships and extra-role altruistic behavior. Originality/value/contributions This study explores organizational learning as an intermediary mechanism between interfirm relationships and altruistic extra-role behavior, enriching the literature on altruistic extra-role behavior. It uncovers the boundary effect of environmental dynamics to deepen our understanding of the effect of interfirm relationships on organizational learning. It also discusses the antecedents of altruistic extra-role behavior by integrating previous studies and considering the impact of the two types of interfirm relationships simultaneously. Practical implications This study provides several insightful implications for the managers in understanding the impacts of interfirm relationships on altruistic extra-role behavior in business-to-business marketing.

COMPARISON BETWEEN EGYPT AND THE UAE IN MEASURING THE EFFECTS OF THE MINISTRY OF HEALTH ORGANIZATIONAL LEARNING ON PROACTIVE BEHAVIOR DURING THE COVID-19 PANDEMIC

With the emergence of the Covid-19 crisis, the world mobilized to deal with this crisis, and each of them dealt with this crisis, dealing with it according to his appropriate organizational learning and his ability to anticipate mechanisms in dealing with it, and the researcher presented several previous Arab studies that spoke on this subject in order to be realistic with the environment Arabic with a convergent culture, which helps in understanding the research problem. This research identified the concept of organizational learning and its use in anticipating mechanisms to deal with the crisis. With the crisis, the researcher made a questionnaire for the United Arab Emirates and Egypt and distributed it electronically to reach the largest number of respondents. A questionnaire tool was created that helped compare organizational and proactive learning between Egypt and the UAE through questionnaire questions. High consistency among the questions of the questionnaire, which helped to rely on it, gender, and nationality were taken into account as the basis for comparison, and the result of the research was that the UAE achieved better positions. According to the factors of organizational and proactive learning, the researcher concluded that there are other factors that caused this, and at the end of the research, the researcher presented academic recommendations to analyze the factors affecting gender and nationality in organizational learning, an increase in academic studies on that, and practical recommendations. They must be followed by organizations to inculcate the concepts of organizational and proactive learning. The main objective of the research was to compare the UAE and Egypt with regard to proactivity in dealing with crises, to find out the reasons for the failure to adopt the proactive method in dealing with crises, and this is of great importance due to the scarcity of research that deals with this concept, and the mythology of dealing with this paper was a mixture of qualitative and quantitative approaches, as the literature related to this topic was used with the design of a questionnaire of 567 questionnaires (294 Egyptian employees and 273 UAE employees). The results indicated that organizational learning had a positive impact on proactive behaviour. However, this effect was modified by nationality and gender. Specifically, Egyptian Ministry of Health employees were less likely to engage in proactive behavior than Emirati employees. In addition, female MOH employees were more likely to engage in aggressive behavior than male MOH employees. Keywords: Organizational Learning, Proactive Behavior, Crisis Reaction DOI： https://doi.org/10.35741/issn.0258-2724.58.3.2

Understanding organisational learning from an integrative perspective: the relationships between inward and outward organisational learning and organisational outcomes

The present study examines the concept of organisational learning from an integrative perspective that includes two distinct categories: inward organisational learning and outward organisational learning. The research model suggests that a positive relationship will exist between each of the learning categories and organisational outcomes, which in turn comprise two aspects: organisation-focused outcomes (organisational performance and innovation) and employee-focused outcomes (professional development and intention to leave). To examine the model, data on 104 multi-professional early childhood organisations were collected from two sources. The results of an SEM analysis showed that inward organisational learning was positively related to the employee-focused outcomes (professional development and intention to leave), but no significant association was found with the organisational-focused outcomes. For outward organisational learning, positive correlations were found with the organisational-focused outcomes (performance, and innovation) as well as with the employee-focused variable of professional development (but not with intention to leave).

Managing Uncertainty: Company’s Adaptive Capabilities during Covid-19

The concept of organizational learning receives increasing attention and recognition in recent years as a critical enabler of organizational adaptation, survival, and growth during uncertain times. Our study applies a socio-technical lens to shed light on the organizational learning processes taking place in 40 various sizes and kinds of UK businesses during the critical, volatile, and unprecedented period – February–May 2021. The study identifies learning antecedents and key organizational context enabling and/or impeding learning processes and follow-up evolution within the studied companies. Our research confirms that in an uncertain environment, companies need to develop and apply ad-hoc learning and quick adaptation practices which are critical for survival and growth, and not standard management practices The findings suggest, however, that even if employees have the capability, not all are able to capture and transform intelligence into learning and apply it at a strategic level, reconfiguring purposefully future operational capabilities to respond to environmental changes, as they are not empowered and supported by the organizational management.

Developing nursing leadership: Theoretical essay based on Peter Senge’s concept of learning organization

Enquadramento: Este ensaio teórico apresenta uma reflexão sobre o uso dos preceitos teóricos de Peter Senge, com a organização de aprendizagem a partir das cinco disciplinas e da ecologia da liderança, como instrumentos para o desenvolvimento da liderança por enfermeiros em ambiente hospitalar. Objetivo: Refletir acerca dos conceitos da organização de aprendizagem de Peter Senge, a partir das disciplinas do pensamento sistémico, domínio pessoal, modelos mentais, visão compartilhada e aprendizagem em equipa, como um recurso para o desenvolvimento da liderança por enfermeiros. Principais tópicos em análise: Análise teórica-reflexiva dos conceitos, definições e aplicação da organização de aprendizagem com as cinco disciplinas e a ecologia da liderança na perspectiva de Peter Senge. Conclusão: O emprego da organização de aprendizagem de Peter Senge fomenta a reflexão acerca do desenvolvimento da liderança por enfermeiros, o que se coaduna com a necessidade de atuação de profissionais preparados nos serviços.

Some Applications of Graph Theory in Middle School Mathematics Teaching

In-service teachers need continuous learning and training, but their education and teaching tasks are very heavy. Can teachers not be separated from the classroom and work to learn, to improve the efficiency of both work and learning, so as to achieve a "win-win" situation? The concept of learning organization and knowledge management emphasizes the integration of work and learning, which provides the possibility for this kind of learning. For teachers, if they want to combine work and learning, action research is a good intermediary. Studying in work, learning in studying, thus teachers can achieve professional development. Organizational learning is the most fundamental feature of a learning organization. So it is suggested to apply cooperative action research among teachers. Practice is the carrier of action research and the source of the generation and development of teachers' personal education knowledge. It is suggested to change the formula for teacher growth: experience + reflection + peer mutual assistance = growth. Or it can be said as: teacher's professional growth = practice + action research + organizational learning. Cooperative research based on practice is an ideal model for in-service teacher training based on teachers' personal education knowledge from the perspective of knowledge management. School-based research is one of the important forms of this training model.