Principles Of Learning Organization Research Articles

KNOWLEDGE MANAGEMENT AND BALANCED SCORECARD CONCEPT PRINCIPLES APPLICATION AS AN ACCELERANT OF ORGANIZATIONAL EFFICACY

A new strategic management system, if it’s adequately implemented, can change an entire organization in a way to became more effective and efficient, and the most of strategic management authors and practicers agree that implementation of an organizational strategy is more difficult than its formulation. In today’s dynamic, highly competitive environment, organizations have to devote significant time, as well as human and financial resources to measuring their performance in order to achieve their strategic goals. Therefore, organizations must implement an appropriate strategic management and performance measurement system, which is suitable for capturing the value of tangible and intangible assets such as employee satisfaction, organization innovation potential, and customer and supplier relationships. The facts show that the significance of strategy is more important today then it has ever been. The balanced scorecard has emerged as a proven and effective tool in organization’s request to capture, describe, and translate intangible assets into real value and allow organization to implement differentiating strategies successfully, which will help them for better functioning in contemporary global economic world. It is very important fact that balanced scorecard concept, making some specific and appropriate correction, became widely applicable in public sector organizations and in non-profit organizations within developed economies. Thus, the business and organizational practice, which is widely used in developed economies organizations, should be implementing in domestic organizations, because it will admit to faster eligibility conditions and standards of access to European Union by the domestic business organizations and guvernment institutions. Keywords: Balanced Scorecard Concept, Strategic map, Knowledge Management, Learning organization principles, Measurable Organizational Value

The effect of nurses’ use of the principles of learning organization on organizational effectiveness

This paper is a report of a study to describe the effect on organizational effectiveness of nurses' use of the principles of learning organization. Since Senge proposed the learning organization model in 1990, the principles of learning organization have been considered as a new organizational vision. However, there is little empirical evidence that shows how nurses' use of the principles of learning organization affects organizational effectiveness in healthcare settings. A cross-sectional survey was used and the data were collected in 2003. Participants were 629 professional nurses who had worked full-time for more than 1 year in the general units of nine tertiary medical hospitals in South Korea. A questionnaire was distributed to nurse managers of nine hospitals, who distributed it to 665 nurses, 635 of whom responded (response rate 95.5%). Six returns were discarded due to incomplete responses, leaving 629 for data analysis. There was a statistically significant positive relationship between nurses' use of the principles of learning organization and organizational effectiveness. Hierarchical multiple regression analysis revealed that the concept explained an additional 24.9% of organizational commitment and a further 22.6% of job satisfaction. The learning organization principles of shared vision and team learning were statistically significant predictors for organizational effectiveness. Individual nurses can use the principles of learning organization to enhance organizational effectiveness. Intervention programmes that integrate and strengthen shared vision and team learning may be useful to enhance organizational effectiveness. Further research is required to identify other factors related to the principles of learning organization.

Introducing the Learning Practice--II. Becoming a Learning Practice.

This paper is the second of three related papers exploring the ways in which the principles of Learning Organizations (LOs) could be applied in Primary Care settings at the point of service delivery. Based on a theoretical and empirical review of available evidence, here we introduce the process by which a Practice can start to become a Learning Practice (LP). Steps taken to enhance both individual and organizational learning begin the process of moving towards a learning culture. Attention is given to the routines that can be established within the practice to make learning systematically an integral part of what the practice does. This involves focusing on all three of single-, double- and triple-loop learning. Within the paper, a distinction is made between individual, collective and organizational learning. We argue that individual and collective learning may be easier to achieve than organizational learning as processes and systems already exist within the Health Service to facilitate personal learning and development with some opportunities for collective and integrated learning and working. However, although organizational learning needs to spread beyond the LP to the wider Health Service to inform future training courses, policy and decision-making, there currently seem to be few processes by which this might be achieved. This paper contributes to the wider quality improvement debate in three main ways. First, by reviewing existing theoretical and empirical material on LOs in health care settings it provides both an informed vision and a set of practical guidelines on the ways in which a Practice could start to effect its own regime of learning, innovation and change. Second, it highlights the paucity of opportunities individual general practitioner practices have to share their learning more widely. Thirdly, it adds to the evidence base on how to apply LO theory and activate learning cultures in health care settings.

Introducing the Learning Practice--I. The characteristics of Learning Organizations in Primary Care.

This paper is the first of three related papers exploring the ways in which the principles of Learning Organizations (LOs) could be applied in Primary Care settings at the point of service delivery. Here we introduce the notion of the Learning Practice (LP) and outline the characteristics and nature of an LP, exploring cultural and structural factors in detail. Drawing upon both theoretical concepts and empirical research into LOs in health care settings, the format, focus and feasibility of an LP is explored. Characteristics of LPs include flatter team-based structures that prioritize learning and empowered change, involve staff and are open to suggestions and innovation. Potential benefits include: timely changes in service provision that are realistic, acceptable, sustainable, and owned at practitioner level; smoother interprofessional working; and fast flowing informal communication backed up by records of key decisions to facilitate permanent learning. Critical comment on potential pitfalls and practical difficulties highlights features of the present system that hinder development: tightly defined roles; political behaviours and individual-oriented support systems; plus the ongoing difficulties involved in tolerating errors (whilst people learn). This paper contributes to the wider quality improvement debate in the area in three main ways. First, by locating Government's desires to create health systems capable of learning within the theoretical and empirical evidence on LOs. Second, it suggests what an LP could be like and how its culture and structures might benefit both staff and patients in addition to meeting externally driven reforms and health priorities. Third, it extends the application of LO concepts to the health care sector locating the principles in bottom-up change.

Introducing the Learning Practice--III. Leadership, empowerment, protected time and reflective practice as core contextual conditions.

This paper is the third of three related papers exploring the ways in which the principles of Learning Organizations (LOs) could be applied in Primary Care settings at the point of service delivery. Here we provide a systematic literature review of contextual factors that either play a key role in providing a facilitative context for a Learning Practice or manifest themselves as barriers to any Practice's attempts to develop a learning culture. Core contextual conditions are identified as, first, the requirement for strong and visionary leadership. Leaders who support and develop others, ask challenging questions, are willing to be learners themselves, see possibilities and make things happen, facilitate learning environments. The second core condition is the involvement and empowerment of staff where changes grow from the willing participation of all concerned. The third prerequisite is the setting-aside of times and places for learning and reflection. This paper contributes to the wider quality improvement debate in three main ways. First, by highlighting the local contextual issues that are most likely to impact on the success or failure of a Practice's attempts to work towards a learning culture. Second, by demonstrating that the very same factors can either help or hinder depending on how they are manifest and played out in context. Third, it adds to the evidence available to support the case for LOs in health care settings.

Implementing Welfare Reform and Guiding Organizational Change

Federal welfare reform has provided the impetus for profound changes at the level of county public social service agencies as they respond to mandatory work requirements and time limits for their clients. At the forefront of this change are the directors of these agencies, who are leading a process of cultural, systemic and community change. This study looks at qualitative data drawn from interviews and ongoing consultation with ten county social service directors as they reflected on the first two years of welfare reform implementation. The key findings include: (1) identification of major organizational challenges; (2) the core values guiding the directors' leadership of the change process; and (3) lessons emerging from reflection while engaged in the change process. The learning organization principles outlined by Senge (1990) form the framework for interpreting the findings.

Creating a School Without Walls and Building a Learning Organization: A Case Study

Abstract: This article describes the genesis of a "school without walls" philosophy and the implementation of learning organization principles at Boston University School of Dental Medicine (BUSDM). In Peter Senge's five-discipline approach to organizational learning, a learning organization is defined as "an organization that is continually expanding its capacity to create its future." It is an organization that changes and innovates based on continuous learning, which in BUSDM's case constituted learning from industry trends, patients, students, staff, faculty, and other key stakeholders. Most important, such organizations successfully translate that learning into effective action. It is this capacity to innovate and create change that is critical to competitive advantage and success in a changing environment. This case study of organizational change provides a discussion of the conceptual framework guiding the design and implementation of the learning organization and the chronology of transformation that occurred in three phases over a period of twenty years. We also describe the lessons we learned and the lessons that are still emerging.

The learning organization ten years on: a case study

Asserts that in dealing with change the mindsets of an enterprise’s managers are key to its viability. States that by developing a learning organization an enterprise attempts to avoid the mindset problem by fostering a climate of learning; however, claims that over the last decade such development has not in general been successful and contends that this has been largely because of impractical implementation approaches. Based on the author’s practice, maintains that the learning organization is indeed a useful metaphor for successfully dealing with change. Describes the author’s implementation approach which is based on two simple notions: first, that the best way to deal with mindsets is to keep them from hardening; second, that by changing activities and tools one can change habits of thinking and learning. Illustrates the approach by detailing a long‐term case study involving a large and very successful financial services enterprise which has successfully adopted learning organization principles.

The contribution of learning organization principles to large-scale business process re-engineering

In recent years the failure of BPR initiatives to produce and sustain desired benefits has raised a range of challenging questions on its effectiveness. An issue at the heart of the debate is that of BPR's mechanistic nature. Ultimately such an approach is too simplistic to deal effectively with the complex organizational change issues instigated by BPR. This paper critically reviews BPR and evaluates the potential contribution from learning organization principles. There is an increased focus on people and learning issues to move beyond the limited mechanistic focus. A critical review of the existing literature is established which recognizes the co-existence (but not the integration) of both subjective and objective paradigms in BPR and change management programmes. Research conducted on a large-scale BPR organizational application is used to examine the issues that develop in practice and distills key learning. From this longitudinal case study emerged critical success factors (CSFs) for BPR implementation which provided the basis of a conceptual model. Copyright © 1999 John Wiley & Sons, Ltd and Cornwallis Emmanuel Ltd.

Implementing Learning Organization Principles and Quality Assurance: A Practical Model

Implementing Learning Organization Principles and Quality Assurance: A Practical Model

Implementing learning organization principles and quality assurance: The department director's view

Implementing learning organization principles and quality assurance: The department director's view

The learning organization: Management theory for the information age or new age fad?

This article examines the basic principles of learning organizations, a hot trend in management, and offers examples from and implications for library management practice. It draws parallels between the learning organization concepts and recent academic library reorganizations.

Brief: Using a Drilling Management System To Build a Learning Organization

Summary A fundamental problem facing any drilling organization is learning. The geologic environment is never perfectly known, and the organization is never entirely certain of the best way to drill a particular well. This is especially true in areas where development wells do not number in the hundreds. This means that drilling organizations are faced with the challenge of learning how to apply technology better in a partially unknown environment. This paper describes a computer- based management system to make organizational learning a part of the way drilling teams do their everyday business. The system, the drilling management system (DMS), uses commonly available software on IBM-compatible PC's. Fundamental Drilling Problem This paper describes a software-assisted approach to implement the principles of learning organizations in drilling teams. This effort is supported by two basic points, either of which might suffice as justification. First, the U.K. government has mandated that operators be able to demonstrate an auditable trail for drilling operations by 1995. This means that the basis for every drilling decision must be known and recorded. Second, there are significant financial advantages for drilling organizations that can learn quickly. (Studies have shown that even good drilling organizations spend 10% to 25% of their budget on learning; poor organizations spend more.) The purpose of the DMS is to address both issues by institutionalizing the features of "learning organization." A learning organization defines specific goals linked to its bottom line, remembers how decisions were made, accurately monitors performance, builds an accessible reservoir of experience, and uses this experience to adapt its practices to "do it better next time." The DMS institutionalizes these principles by making it easy for drilling team members to perform each of these functions as a part of their normal course of business.

Принципи впровадження контекстного навчання в процес підготовки майбутніх учителів початкової школи

У статті визначено принципи створення освітнього середовища, яке сприяє формуванню компетентного вчителя, допомагає використання контекстного навчання у процесі підготовки фахівців початкової школи.
 Контекстне навчання майбутнього вчителя початкової школи включає систему функціонування всіх компонентів педагогічного процесу, яку алгоритмізовано послідовністю певних дій, спрямованих на відтворення в процесі фахової підготовки предметного й соціального контекстів майбутньої професійної діяльності.
 Реалізація контекстного навчання у професійній підготовці майбутніх учителів початкової школи здійснюється через процес дотримування принципів.
 Виділяють традиційні та інноваційні принципи організації.
 Актуальними є такі принципи організації підготовки майбутніх учителів початкової школи із використанням контекстного навчання: принцип науковості; принципу наступ­ності, послідовності і систематичності, принцип зв’язку навчання з життям, практичною діяльністю, принцип наочності; принцип свідомості навчання майбутніх учителів початкової школи, принцип змінності методів і прийомів організації навчального процесу, принцип обов’язковості зворотного зв’язку, принцип рефлексивної парадигми освіти, принцип поваги до особистості студентів у поєднанні з розумною вимогливістю до них.