Notion Of Organizational Learning Research Articles

Social enterprises and organizational learning in South Africa

PurposeThe purpose of this study is to determine the relationship between different dimensions of organizational learning capabilities (OLC) and levels of social innovation in social enterprises.Design/methodology/approachThe empirical strategy adopted is a cross-sectional study based on primary survey data. Following a survey of social enterprises in South Africa, statistically analysis is conducted using regression analyses to test the study hypotheses.FindingsThe findings show that the OLC dimensions of knowledge conversion, risk management, organizational dialogue and participative decision-making all have a significant and positive relationship with social innovation.Research limitations/implicationsIn many emerging economies, the notion of organizational learning appears to have considerable potential relevance, particularly as African countries are moving toward knowledge-based economies. By focusing on OLC, it is anticipated that social enterprises can configure and leverage the different factors in ways that enable them to overcome the constraints of the complex and unpredictable environments and increase their levels of social innovation.Originality/valueThe paper provides a pioneering empirical investigation into the impact that OLC has on levels of social innovation, in an under-researched emerging market context.

Aprendizagem organizacional para a inovação ambiental em uma empresa de energia elétrica

As the incorporation of environmental issues advances in organizations through its innovation agenda, the field of organizational learning emerges in this process as an important element of analysis. Based on this perspective, it is suggested that the notions of organizational learning and learning for sustainability should be revisited as antecedents of the environmental innovation process itself, suggesting the emergence of a new field of analysis – the Organizational Learning for Environmental Innovation. Thus, this work aims to identify the relationships between the elements of organizational learning, learning for sustainability and environmental innovation and the way in which they interact, in order to promote greater awareness of innovative environmental practices. For that, a conceptual model of analysis was elaborated, which was applied to a company of the electric sector. Learning from regulation and the role played by the entrepreneur presented themselves as the most important inductors in this process, while the pressure of product users was not recognized as a variable that induces learning processes. On the other hand, the category of environmental education is underestimated, for it an important tool, which generates changes in routines that could guide organizations to adopt environmental innovations. Keywords: organizational learning, learning for sustainability, environmental innovation.

The Relationship between Unit Cost and Cumulative Quantity and the Evidence for Organizational Learning-by-Doing

The concept of a learning curve for individuals has been around since the beginning of the twentieth century. The idea that an analogous phenomenon might also apply at the level of the organization took longer to emerge, but it had begun to figure prominently in military procurement and scheduling at least a decade before Wright's (1936) classic paper providing evidence that the cost of producing an airframe declined as cumulative output increased. Wright (1936) was careful not to describe his empirical results as a learning curve. Of his three proposed three explanations for the relationships he observed between cost and cumulative quantity produced, only one is unambiguously a source of organizational learning; the others are consistent with organizational learning but also with standard static economies of scale. It quickly became apparent that the notion of organizational learning as a by-product of accumulated experience has important consequences for firm strategy. The Boston Consulting Group (BCG) built its consulting business around the concept of what it branded the experience curve, asserting that cost reductions associated with cumulative output applied to all costs, were “consistently around 20—30% each time accumulated production is doubled, [and] this decline goes on in time without limit” (Henderson 1968). Today, the negative relationship between unit production costs and cumulative output is one of the best-documented empirical regularities in economics. Nonetheless, the thesis of this paper is that the conceptual transformation of the relationship between cost and cumulative production into an organizational learning curve with profound strategic implications has not been sufficiently supported with direct empirical evidence.

An Examination of the Relationship Between Absorptive Capacity and Organizational Learning, and a Proposed Integration

Since its inception, the concept of absorptive capacity has been closely linked with notions of organizational learning. Yet the precise nature of the relationship between these two concepts has never been established. This relationship is examined in a variety of ways, and it is suggested that the literature on these two concepts shares a conceptual affinity which needs to be delineated. It is suggested that absorptive capacity (a dynamic capability) is a concrete example of organizational learning that concerns an organization's relationship with new external knowledge. Using the 4I Model for organizational learning (Crossan, M.M., Lane, H.W. and White, R.E. (1999). An organizational learning framework: from intuition to institution.Academy of Management Review, 24, 522–537) and Zahra and George's conceptualization of absorptive capacity (Zahra, S.A. and George, G. (2002). Absorptive capacity: a review, reconceptualization, and extension.Academy of Management Review, 27, 185–203), this paper proposes an integration of the two concepts.

How organisations can learn from complaints

PurposeIn the literature on complaint management the importance is acknowledged of learning from complaints. Still, the concept of organisational learning has not yet been embedded in the field of complaint management. Therefore, this paper aims to adjust a general model for organisational learning to the concept of complaint management in order to make it operational for this field.Design/methodology/approachThe notion of organisational learning in combination with complaint management is modelled as a system. This system enabled us to analyse the practices of handling and analysing complaints within six Dutch service organisations and to assess the potential of these organisations for organisational learning.FindingsThe results of the paper categorise a variety of complaint management practices along two elements of organisational learning: triggers and modes of learning (i.e. informational learning or interactive learning).Research limitations/implicationsFurther research should include the applicability of the learning model to different sectors or organisations.Practical implicationsThis collection of practices can be used as a managerial guideline for improving the processes of learning from complaints.Originality/valueThis paper contributes to embedding the concept of organisational learning in the field of complaint management.

Developing performance-measurement systems as enabling formalization: A longitudinal field study of a logistics department

This paper reports on a developmental approach to performance-measurement systems (PMS). In particular, we look at characteristics of a development process that result in the PMS being perceived by employees as enabling of their work, rather than as primarily a control device for use by senior management. We will refer to such a PMS as “enabling PMS”. The theoretical part of the study builds on ideas of enabling versus coercive formalization [Adler, P. S., & Borys, B. (1996). Two types of bureaucracy: Enabling and coercive. Administrative Science Quarterly 41 (March), 61–89]; on notions of organizational learning (e.g., [Zollo, M., & Winter, S. G. (2002). Deliberate learning and the evolution of dynamic capabilities. Organization Science 13(3), 339–351]); and on awareness of the incompleteness of performance measures (e.g., [Chapman, C. S. (1997). Reflections on a contingent view of accounting. Accounting, Organizations and Society 22, 189–205; Lillis, A. M. (2002). Managing multiple dimensions of manufacturing performance—An exploratory study. Accounting, Organizations and Society 27, 497–529]). The empirical context entails a mixed-method, 3-year longitudinal study of the logistics department of a medium-sized company in the beverage manufacturing industry. Qualitative data were gathered through interviews, participation in meetings, action research, and review of company documents. We also analyzed two waves of quantitative survey data, gathered from a panel of 42 employees. We find that a development process that is experience-based contributes to the enabling nature of the PMS, as it builds on existing skills, local practices, and know-how on performance measurement to enrich the PMS step-by-step over time. Also, experimentation with specific performance measures was found to enhance the enabling nature of the PMS: testing, reviewing, and refinement of conceptualizations, definitions, data, and presentations of new performance measures. Professionalism was significantly related to positive attitude toward performance measures in our survey data. The results also illustrate that transparency of the PMS itself is key to enabling PMS.

Organizational learning, tacit information, and e‐learning: a review

PurposeThe purpose of this paper is to introduce and develop the argument that e‐learning technologies and techniques can play a pivotal role in encouraging and facilitating organizational learning, by transforming tacit knowledge into explicit knowledge and diffusing it throughout the organization.Design/methodology/approachBy synthesising the evidence in organizational learning, information technology (IT) and e‐learning research domains, this paper challenges the assertion that tacit information cannot be effectively transformed or diffused by technological means. The notion of organizational learning is examined, particularly in relation to the applicability or otherwise of anthropomorphic models. The cyclic nature of individual and organizational learning models is then discussed and a synthesized construct is offered. The importance of tacit knowledge expression and transfer in this cyclic model is examined, and the role of IT and e‐learning techniques is considered as a means of encouraging tacit knowledge transformation and flow.FindingsTopics of reflection, independence, creation of “safe” learning spaces and the importance of collaboration in learning are demonstrated as being some of the most synergistic issues. These are under‐researched topics, though. There is significant potential for effective collaborative research amongst the organizational learning, IT and e‐learning pedagogy research communities, addressing issues such as the effective extraction and communication of tacit knowledge.Originality/valueThis originality and value of this paper lies in the synthesis of evidence from research and practice domains that have traditionally been disparate, demonstrating that the information technology and e‐learning pedagogy fields can offer effective means of enhancing organizational learning.

The Organizational Innovation Laboratory

Organizational ‘innovation laboratories’, dedicated facilities for encouraging creative behaviours and supporting innovative projects, have received scant academic attention despite their increasing popularity with a range of different practitioners. This paper develops an initial theoretical explanation of the phenomenon, based upon notions of organizational learning and dynamic capabilities. This framework is then used as the basis for analysing the structure, infrastructure, benefits and dis‐benefits of three UK‐based laboratory facilities (mass service, government department, academic institution). Preliminary conclusions suggest that the ‘innovation laboratory’ can offer real benefits for organizations: reinforcing corporate commitment to innovation and creativity by providing a physical manifestation of dynamic capability and double‐loop learning concepts. Although the physical design of the space is central to its functionality – emphasizing dislocation from day‐to‐day activity, eliminating hierarchy, encouraging participation – direct facilitation remains critical to successful operation. There are also dis‐benefits associated with what can be substantial financial investments and there is some evidence that such facilities can have a relatively short useful lifespan. Given the limited nature of the empirical base, the paper concludes with some specific suggestions for further work.

When Athena met Tim the Toolman: connecting Organisational Learning and information systems

The notion of organisational learning (OL) aims to introduce a broad perspective on how an organisation as a whole perceives the interplay with its competitive environment and handles it. Although the role of Information Systems (IS) in relation to OL has been assessed by several authors, most of these assessments have not adopted an equally broad perspective on the role of ISs. A framework is needed to express the broad organisational concept envisaged in the notion of OL, and to provide the pegs to link ISs to OL accordingly. Such a framework for valuing ISs in relation to OL is proposed and elaborated. A case study of the relationship between Geographical Information Systems and Organisational Learning in an environmental consultancy firm is presented to illustrate the contents and application of the framework.

Sustainable organizational capacity building: is organizational learning a key?

This article offers reflections on an unexpected outcome of a study of the distinctive 'twinning' method employed during the last two decades by the Swedish International Development Cooperation Agency (Sida) to promote sustainable organizational and institutional capacity building in developing countries. Twinning arrangements have produced impressive benefits at the level of professional/technical upgrading, but results at the level of sustainable capacity building have generally been less satisfactory. Consequently, Sida have speculated whether the notion of organizational learning might provide a productive framework for twinning projects. The article reports on what appears to be the 'discovery' of an evolving 'learning organization' in apparently unlikely circumstances, and examines the factors which might account for this. The broader implications of the 'discovery' are discussed, and the possible relevance of the notion of tacit knowledge is suggested.

Sustainable organizational capacity building: is organizational learning a key?

This article offers reflections on an unexpected outcome of a study of the distinctive 'twinning' method employed during the last two decades by the Swedish International Development Cooperation Agency (Sida) to promote sustainable organizational and institutional capacity building in developing countries. Twinning arrangements have produced impressive benefits at the level of professional/technical upgrading, but results at the level of sustainable capacity building have generally been less satisfactory. Consequently, Sida have speculated whether the notion of organizational learning might provide a productive framework for twinning projects. The article reports on what appears to be the 'discovery' of an evolving 'learning organization' in apparently unlikely circumstances, and examines the factors which might account for this. The broader implications of the 'discovery' are discussed, and the possible relevance of the notion of tacit knowledge is suggested.

Sustainable organizational capacity building: is organizational learning a key?

This article offers reflections on an unexpected outcome of a study of the distinctive 'twinning' method employed during the last two decades by the Swedish International Development Cooperation Agency (Sida) to promote sustainable organizational and institutional capacity building in developing countries. Twinning arrangements have produced impressive benefits at the level of professional/technical upgrading, but results at the level of sustainable capacity building have generally been less satisfactory. Consequently, Sida have speculated whether the notion of organizational learning might provide a productive framework for twinning projects. The article reports on what appears to be the 'discovery' of an evolving 'learning organization' in apparently unlikely circumstances, and examines the factors which might account for this. The broader implications of the 'discovery' are discussed, and the possible relevance of the notion of tacit knowledge is suggested.

Rethinking organisational learning in local government

The article outlines the results of research undertaken with 146 local authorities in England and Wales. There are two aims to this paper. First, to identify some of the ways in which local government understands and puts into practice the notion of organisational learning. Second, to encourage a broader understanding and practice than exists at present. Our research suggests that local authorities have created a self‐limiting notion of organisational learning particularly based on performance management and management development imperatives orientated towards the individual employee. We suggest various ways in which authorities might shift the focus from individual to organisational learning.

The role of higher education institutions in facilitating organization learning: with HRD managers

The paper introduces an approach to strategic management where organizational strategies when supported by learning are considered to have emergent qualities. A literature review considers organizational learning and a conceptualization is presented. The role of higher education in enabling postgraduate, human resource development managers to be introduced to these approaches and concepts through a role-play activity is examined. Reflections on this activity conclude that the process provides an opportunity for these part-time students to experience and reflect on the organizational learning concept, thus to understand it, and to enable them simultaneously to have the opportunity to consider their own approaches to learning. The insights resulting from the roleplay, it is argued, will enable these managers, with the experience of one model which may be replicated in their own organizations in order to engage individuals with the notion of organizational learning and to help in enabling others to learn through experiential learning.