Relevant bibliographies by topics / Organizational change. Organizational sociology. Organizational learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Organizational change. Organizational sociology. Organizational learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Organizational change. Organizational sociology. Organizational learning"

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Rowland, Paula, Carol Fancott, and Julia Abelson. "Metaphors of organizations in patient involvement programs: connections and contradictions." Journal of Health Organization and Management 35, no. 2 (March 30, 2021): 177–94. http://dx.doi.org/10.1108/jhom-07-2020-0292.

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PurposeIn this paper, we contribute to the theorizing of patient involvement in organizational improvement by exploring concepts of “learning from patients” as mechanisms of organizational change. Using the concept of metaphor as a theoretical bridge, we analyse interview data (n = 20) from participants in patient engagement activities from two case study organizations in Ontario, Canada. Inspired by classic organizational scholars, we ask “what is the organization that it might learn from patients?”Design/methodology/approachPatient involvement activities are used as part of quality improvement efforts in healthcare organizations worldwide. One fundamental assumption underpinning this activity is the notion that organizations must “learn from patients” in order to enact positive organizational change. Despite this emphasis on learning, there is a paucity of research that theorizes learning or connects concepts of learning to organizational change within the domain of patient involvement.FindingsThrough our analysis, we interpret a range of metaphors of the organization, including organizations as (1) power and politics, (2) systems and (3) narratives. Through these metaphors, we display a range of possibilities for interpreting how organizations might learn from patients and associated implications for organizational change.Originality/valueThis analysis has implications for how the framing of the organization matters for concepts of learning in patient engagement activities and how misalignments might stymie engagement efforts. We argue that the concept and commitment to “learning from patients” would be enriched by further engagement with the sociology of knowledge and critical concepts from theories of organizational learning.
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Zajac, Gary, and John G. Bruhn. "The Moral Context of Participation in Planned Organizational Change and Learning." Administration & Society 30, no. 6 (January 1999): 706–33. http://dx.doi.org/10.1177/00953999922019058.

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Valentine, Melissa A. "Renegotiating Spheres of Obligation: The Role of Hierarchy in Organizational Learning." Administrative Science Quarterly 63, no. 3 (June 30, 2017): 570–606. http://dx.doi.org/10.1177/0001839217718547.

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To achieve organization-wide goals, sometimes multiple local groups must synchronize their learning activities. This paper uses an ethnographic study of a cancer treatment center to develop theory on organizational learning by identifying a process that helped synchronize learning across many local and interdependent groups by taking advantage of hierarchy. Change agents—in this case, consultants—identified the managers of the various groups that would need to change for an organization-wide goal to be achieved, and they met with each manager to renegotiate his or her formal obligations. Through the renegotiation process, the managers came to better understand the organization-wide goal, and the change agents better understood each group’s work. After the managers understood and accepted their renegotiated obligations, they changed how they administered resources and expectations in their groups, and the members of their respective groups adapted their practices in response. This process illustrates how the obligations associated with hierarchical positions can be renegotiated in ways that develop improved understanding and, when changed, can shape local activities to favor new goals.
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van den Brink, Marieke. "“Reinventing the wheel over and over again”. Organizational learning, memory and forgetting in doing diversity work." Equality, Diversity and Inclusion: An International Journal 39, no. 4 (April 25, 2020): 379–93. http://dx.doi.org/10.1108/edi-10-2019-0249.

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PurposeOne of the urgent questions in the field of diversity is the knowledge about effective diversity practices. This paper aims to advance our knowledge on organizational change toward diversity by combining concepts from diversity studies and organizational learning.Design/methodology/approachBy employing a social practice approach to organizational learning, the author will be able to go beyond individual learning experiences of diversity practices but see how members negotiate the diversity knowledge and how they integrate their new knowledge in their day-to-day organizational norms and practices. The analysis draws on data collected during a longitudinal case study in a financial service organization in the Netherlands.FindingsThis study showed how collective learning practices took place but were insufficiently anchored in a collective memory. Change agents have the task to build “new” memory on diversity policies and gender inequality as well as to use organizational memory to enable diversity policies and practices to be implemented. The inability to create a community of practice impeded the change agenda.Research limitations/implicationsFuture research could expand our knowledge on collective memory of knowledge on diversity further and focus on the way employees make use of this memory while doing diversity.Practical implicationsThe current literature often tends to analyze the effectiveness of diversity practices as linear processes, which is insufficient to capture the complexity of a change process characterized with layers of negotiated and politicized forms of access to resources. The author would argue for more future work on nonlinear and process-based perspectives on organizational change.Originality/valueThe contribution is to the literature on diversity practices by showing how the lack of collective memory to “store” individual learning in the organization has proven to be a major problem in the management of diversity.
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Hartley, Jean, and Lyndsay Rashman. "Innovation and inter-organizational learning in the context of public service reform." International Review of Administrative Sciences 84, no. 2 (May 2, 2018): 231–48. http://dx.doi.org/10.1177/0020852318762309.

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This article examines links between innovation and inter-organizational learning in the context of public service reform. The theory-building and empirical research draws on longitudinal analysis using mixed methods and multiple stakeholder respondents, set in the context of the Beacon Scheme, an instrument of UK public service reform. The research examines two questions: first, how does inter-organizational learning contribute to innovation? Second, how do changes in the approach to inter-organizational learning shape changes in the approach to innovation over time? The research on the whole of English local government ( N = 388) used temporal bracketing to examine developments in three phases over nine years. The article builds theory about the inter-organizational learning underpinning innovation, and shows that the approach to innovation changed over time, shifting from learning to imitate, to learning to innovate. Points for practitioners • Innovation is underpinned by inter-organizational learning. • Organizations improved over time in their ability to acquire and use learning. • Innovation involves the sharing of tacit as well as explicit knowledge. • Over time, organizations learnt to shift from learning to imitate, to learning to innovate. • Improvement through inter-organizational learning was not uniform. Initially, differences between organizations widened as those able to acquire learning used it to improve more rapidly. • Adaptation to local context, not adoption of a single approach, is apparent but is underemphasized in public service reform. • Learning pull, not dissemination push, aids learning and improvement.
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Kurtmollaiev, Seidali, Annita Fjuk, Per Egil Pedersen, Simon Clatworthy, and Knut Kvale. "Organizational Transformation Through Service Design." Journal of Service Research 21, no. 1 (October 31, 2017): 59–74. http://dx.doi.org/10.1177/1094670517738371.

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In this article, we provide in-depth insight into the process of adopting service design (SD) by a large service organization. We use an inductive interpretive approach and draw on rich longitudinal data collected in one of the world’s major telecommunication companies that undertook a series of SD initiatives to improve its innovation capability. We find that instead of merely bringing new services, SD has far-reaching consequences for organizations, prompting significant changes in the organizational mindset and routines. Building on the institutional logics perspective and acknowledging the role of individuals’ institutional work, we identify the macro-level and micro-level mechanisms of the organizational logic transformation that SD induces. Interestingly, the effects are bidirectional, as the organizational context has a considerable impact on SD as an innovation practice. As this study shows, managers and other practitioners can effectively overcome organizational hindrances to the adoption of SD by creating an SD-based corporate language, realigning key performance indicators, and facilitating learning and experimentation.
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Suárez-Herrera, José Carlos, Jane Springett, and Carolyn Kagan. "Critical Connections between Participatory Evaluation, Organizational Learning and Intentional Change in Pluralistic Organizations." Evaluation 15, no. 3 (June 25, 2009): 321–42. http://dx.doi.org/10.1177/1356389009105884.

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Zamfir, Francisca-Elena. "The impact of knowledge transfer on the Organizational performance." Proceedings of the International Conference on Business Excellence 14, no. 1 (July 1, 2020): 577–88. http://dx.doi.org/10.2478/picbe-2020-0054.

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AbstractWhile the importance of knowledge creation and management has been widely recognized as critical to the continued competitiveness and success of an organization since the 1990s, few systematic studies have been conducted on the processes of creation and knowledge management transfer in organizations. Much of what has been reported in the literature has an anecdotal nature. The development of knowledge management as a distinct domain has historically been influenced by research undertaken in a wide range of disciplines. These disciplines include sociology, psychology and philosophy. Since the early 1990s, research in the area of knowledge management has expanded into contiguous areas such as change management, systems theory, organizational theory, organizational learning &development and artificial intelligence. During the past years, there has been a great deal of interest in knowledge as an organizational and commercial variable, with the need to better understand the processes of knowledge transfer in organizations. In this paper, I present and develop the following questions: What kind of knowledge should we transfer? How should we transfer knowledge between entities? What is the impact of knowledge transfer on organizational performance? To develop the previously mentioned questions, a quantitative research based on a questionnaire has been applied on a sample of 100 people who are working in a certain shared services centre. The main purpose of the research is to identify the impact of knowledge sharing on organizational performance and to analyze the importance of having a solid base of information in order to achieve excellent organizational performance. The result is that knowledge transfer has an impact on the company’s vision, continuous learning and business performance. The way knowledge is managed in a company is crucial to gain a competitive advantage, this being recognized by the respondents as important for achieving the following goals: project success and self-improvement.
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Robinson, Graham. "Organizations are people: reflections, obstacles and learning opportunities." Learning Organization 27, no. 6 (September 2, 2020): 535–48. http://dx.doi.org/10.1108/tlo-07-2020-0122.

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Purpose The purpose of this paper is to place the idea of the learning organization in a historical, multidisciplinary context with the aim of identifying obstacles and opportunities for its greater realization in practice. Design/methodology/approach Marking the 30th anniversary of publication of Peter Senge's “The Fifth Discipline”, the paper reflects on approaches to the study and analysis of organizations over the past century from German sociology, human relations, organization development, the learning organization to responses to the Covid-19 pandemic. Findings It is suggested that distributed leadership is critical to the realization of organizational learning and its absence is a major inhibitor of such learning. Following Argyris, it is argued that high levels of skill (personal mastery) may, in some circumstances, provide a barrier to organizational learning in the face of contextual uncertainty and change. Research limitations/implications While no specific areas of research are proposed, questions are raised which may only be answered in the wake of appropriate (interdisciplinary) research. Practical implications The reflective nature of the paper suggests that significant reform is required in the legislation that encourages short-term thinking on the part of institutional investors to the detriment of strategic thinking and long-term planning. Social implications The Covid-19 pandemic seems to have provided an opportunity to redress a perceived imbalance between traditional organizational thinking and opportunities demonstrated by effective community action, for reappraisal of organizations as communities of people as well as being formalized structures, systems and processes. Originality/value This paper seeks to synthesize diverse theories of organization with the aim of stimulating further innovation in approaches to organizational learning.
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Norman, Leanne, Alexandra J. Rankin-Wright, and Wayne Allison. "“It’s a Concrete Ceiling; It’s Not Even Glass”: Understanding Tenets of Organizational Culture That Supports the Progression of Women as Coaches and Coach Developers." Journal of Sport and Social Issues 42, no. 5 (July 26, 2018): 393–414. http://dx.doi.org/10.1177/0193723518790086.

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The purpose of this study was to explore what particular areas of organizational cultures facilitate the development and progression of women as football coaches and coach developers. The English Football Association provided the context for the research. Previous statistics demonstrate that recruitment, retention, and progression of women in English football coaching and tutoring are lower and slower than their male counterparts. In-depth interviews were completed with 26 women coaches and coach developers during November 2015 and February 2016 to understand their personal experiences as linked to the structure and culture of their sporting governing body, and analyzed using Schein’s theory of organizational culture. Three key tenets of organizational culture were found to be most influential on the career development of the participants: journeys and crossroads (the establishment of a learning culture), inclusive leadership, and vertical and horizontal relationships. The research demonstrates the need to identify disparities between espoused values and assumptions to enact cultural change toward supporting more women to be valued, included, and progressed in the sporting workplace.
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Dissertations / Theses on the topic "Organizational change. Organizational sociology. Organizational learning"

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Jumara, John J. Sturgeon James I. "A case study of the influence of organization theory on organizational change." Diss., UMK access, 2005.

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Thesis (Ph. D.)--Dept. of Economics and Dept. of Sociology/Criminal Justice & Criminology. University of Missouri--Kansas City, 2005.
"A dissertation in economics and social science." Advisor: James I. Sturgeon. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 137-149). Online version of the print edition.
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Clark, Jonathan Tyler. "Developing Collaborative Leadership: A Study Of Organizational Change Toward Greater Collaboration And Shared Leadership." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1229720750.

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Whitbeck, Barbara Ann. "Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2095.

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Although learning organization theory evolved in corporate settings, literature suggests that the theory has much to offer human service organizations. This dissertation examines the implementation of a modified learning organization model in three small field offices of a publicly-funded vocational rehabilitation organization in the Pacific Northwest, at a time when the organization was negotiating financial cutbacks and organizational changes. The model - known as Strengths in Action - was based on Senge's five learning organization disciplines, and informed by organizational culture theory. In each participating office, all staff worked together to set a goal, make a plan, and achieve the goal. This dissertation covers the implementation of the modified learning organization model; the factors that facilitated and impeded the model's implementation; the model's impact on participating offices' climate and culture; and the similarities and differences among participating offices. This primarily qualitative study utilized mixed methods: observations, interviews, and an online survey. Implementation of the model resulted in individual and team learning, better staff communication, more productive teamwork, stronger staff relationships, stronger office/community partner relationships, and improved office morale. This study shows that such a model can be effective in a human service setting, moving workgroups away from a mode of individual workers reactively handling individual cases, and toward a mode of proactive collective problem-solving. It also provides strong evidence that a learning organization model, implemented during a period of resource retrenchment, can produce substantial benefits for small workgroups within human service organizations, even when the model is not disseminated organization-wide.
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Hill, Katherine C. "Creating Change: An Examination of the Impact of Crisis and Inter-Sectoral Cooperation on Corporate Behavior." Thesis, Boston College, 2008. http://hdl.handle.net/2345/570.

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Thesis advisor: Paul Gray
This thesis is a study of inter-sectoral collaboration and the impact of crises and social learning and cooperation initiatives on corporate change. The main purpose is to demonstrate how governments, corporations, and non-governmental organizations can most effectively work together to solve some of the world's most pressing development problems. Using case studies of extractive multinational corporations operating in Colombia, Papua New Guinea, and Nigeria, this paper presents support for the fact that crises are essential catalysts for corporate change. Moreover, analysis of these cases reinforces the critical role social learning and cooperation initiatives play in driving longterm improvements in corporate practice
Thesis (BA) — Boston College, 2008
Submitted to: Boston College. College of Arts and Sciences
Discipline: Sociology
Discipline: College Honors Program
Discipline: International Studies Honors Program
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Murphy, Lee P. "Influencing Successful Organizational Change Through Improving Individual and Organizational Dimensions of Health." Thesis, Benedictine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583435.

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In both academic and management literature it has been often stated that 70% of change efforts are not successful (Kotter, 1995; Smith, 2002). And while this failure rate may not be empirically tested, it points to a reality that most change efforts are not only difficult, but they are often unsuccessful (Hughes, 2011). When an organization undergoes a major organizational change process, the expected impacts include increased employee stress and overall productivity dips in the midst of the change (Dahl, 2011; Elrod II & Tippett, 2002). Measuring the impacts of change on employees and on organizational effectiveness during the change can add value and help increase the chances for change initiative success by allowing necessary adjustments and identifying and leveraging additional business improvement predictors along the way.

In this dissertation, I answer the question “What is the impact of going through a major organizational change on business outcomes and employee and organizational health?” My results suggest that an organization can transform the expected negative effects of a major change effort to positive effects by focusing on three things: 1) Improving employee mental health; 2) Increasing positive practices, including leadership’s impact on the organization; and 3) Improving employee involvement, communication, and teamwork. Finally, the results also show that improved employee mental health and improved positive practices are significantly related to improved business outcomes. Organizational change outcomes can be successfully informed by linking business outcomes with change impact measures.

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Kiehl, Janet K. "Learning to Change: Organizational Learning and Knowledge Transfer." online version, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1080608710.

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Taylor, Eileen. "Leading organizational change in higher education." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685153.

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Leaders are frequently required to lead change due to mergers, expansions into new markets, and new initiatives to enter global markets compounding the need for change leadership. Frequent change is more the rule rather than the exception. Change is more needed today yet a poor result from leading change can adversely impact a leader's influence. How does a leader know when to lead a change initiative or when to take the easier route and simply stay with the status quo?

An in depth study of what appeared to be a very risky and highly successful organizational change initiative was thought to possibly shed light on answering these difficult leadership questions. This inductive qualitative case study discovered a university that achieved a successful, sustainable organizational change. The leader overcame the organizational change odds of one-third to two-thirds of the outcomes are often unsuccessful (Beer & Nohria; Bibler; as cited in Gilley, Dixon, & Gilley, 2008). "The rate of failure to deliver sustainable change at times reaches 80–90%" (Cope as cited in Gilley, Dixon, & Gilley, 2008, p. 153).

The leader in the private university organization in the Midwest that led the successful organizational change was inspired by his personal vision. He did not lead change using a theoretical framework. He was successful in persuading the board to authorize implementation of his vision. The president established goals to lead the way for workers to help achieve the organizational change. He effectively communicated his vision and goals and met resistance due to the status quo. The president overcame the challenges of status quo, and the successful organizational change resulted in an effervescent campus environment with record breaking-fundraising. Regardless of the type or size of the major change, organizations that seek to make change may glean insights from this study of how leaders of one organization approached significant change.

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Hammad, Nouhad El-Eid. "Organizational learning flow in a granting council." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28255.

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This program of research examines the perceptions of the flows of learning in a Canadian granting council during its renewal initiative. This case study will answer the following research questions: How do employees of a granting council perceive the flow of learning during the organization's transformation into a knowledge council? More specifically, how do they perceive the feed-forward flow between the individual and the group, and the feedback flow between the organization and the individual? Based on Crossan, Lane and White's (1999) 41 Framework and on the organizational learning, organizational change and social construction literatures, this qualitative study sheds light on two problematic relationships that may lead to tension at the junctures of the flows between the individual and the group, and the organization and the individual. Face-to-face, semi-structured interviews were conducted with 15 participants, and data was analyzed using Miles and Huberman's (1994) methods for interpretation. The data revealed that those who are heavily involved in the renewal conceptualization retain the learning that occurs during organizational changes. It also suggests that some factors consolidated under the constructs of capabilities/capacities, skills, roles and infrastructure, could be considered as indicators of the flows of learning. The findings confirm that middle management has a fundamental role in amplifying knowledge and in engaging and integrating employees. Preliminary results also show that routines are mostly at the individual and group levels, and that along with hierarchy, do not obstruct the flow of learning as much as is commonly believed. This research contributes to theory by studying the learning component during a renewal exercise, by building on the 41 Framework, by providing empirical data, and by extending research on organizational learning in federal granting agencies. Its implications for practice are that the mechanisms to spread organizational learning need to be taught, and that organizations could be considered as neutral rather than benevolent organisms where power is not malevolent, but residing in a set of relationships that employees have to navigate. The fields of education and management may benefit from the narratives that this research provides regarding the learning needs of knowledge workers. Keywords: Feed-forward and feedback flows of learning; tension; granting councils; organizational learning; organizational change.
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Sudharatna, Yuraporn. "Towards a stage model of learning organization development." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37968.

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Becoming a Learning Organization (LO) is widely recognized as a process through which organizations can develop characteristics that enable them to be competitive in an increasingly competitive business environment. While there is an assumption that LOs have the ability to manage change, few empirical studies are available to prove whether an organization with strong LO characteristics also has a high level of change readiness. In developing itself into an LO, an organization seems to gain possession of relevant characteristics through knowledge acquisition, knowledge sharing and knowledge utilization. There is, however, a lack of clarity on what LO characteristics are developed at each of the three stages. The relationship among these stages is also confusing. The purpose of this research is to confirm whether organizations with a high level of LO characteristics also have a high level of readiness-to-change. It also attempts to verify the relationship among the LO development stages of knowledge acquisition, knowledge sharing and knowledge utilization. A questionnaire has been designed following an extensive review. It incorporates "an Inventory of LO Characteristics" to measure the level of LO characteristics formed in an organization. There are also questionnaire to gauge the level readiness-to-change. The questionnaire has been distributed to employees in two leading mobile phone service companies in Thailand. The industry is selected because of its changing business environment. Thailand has been chosen for as the location for the research because few studies in LO have been conducted outside the more developed economies. The findings demonstrate two major insights. Firstly, the correlation coefficient between the six categories of LO characteristics - cultural values, leadership commitment and empowerment, communication, knowledge transfer, employee characteristics and performance upgrading - and readiness-to-change confirms that if an organization has a high level of LO characteristics, it will also have a high level of readiness-to-change. Secondly, the correlation coefficient between the three LO development stages - of knowledge acquisition, knowledge sharing and knowledge utilization - and readiness-to-change, support the hypothesis that they follow a sequential order. Results of the research are analysed and discussed, providing valuable contributions to both research and practice in the area.
Thesis (Ph.D.)--Adelaide Graduate School of Business, 2004.
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Ershaghi, Hames Marsha. "Ethical leadership as an enabler of organizational culture change." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567265.

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We are emerging from a decade plagued with headlines of crises that tell the narrative of the cost of organizational culture. Evolving before our eyes, the world is acutely focused on the actions of individual leaders and the organizational cultures that have cultivated low-trust and high-fear environments, dysfunctional and failing organizational cultures. Drawing from research in organizational theory, moral philosophy, psychology and sociology, the study focuses on organizational cultures, the role of leadership in enabling healthy cultures. This exploratory, qualitative study utilizing the grounded theory approach addressed the question of how organizations are establishing and reinforcing acceptable ethical leadership behaviors and principles and the factors critical in the role of leadership as an enabler of ethical cultures. The research explores how these leadership behaviors are manifested, and what is the impact and potential consequences these leadership behaviors have on creating healthy organizational cultures. The framework for this exploratory study was to research the questions and assess the phenomena from multiple perspectives. A process of data triangulation was performed, including an evaluation of multiple forms of primary and secondary sources. An analysis of the convergence and disparities of the data patterns resulted in the emergence of the key factors informing the grounded theory. The study points to the importance of leaders as visible and reflective models of organizational culture, especially at the middle layer of the organization. The study points to some emergent themes and effective practices that organizations can utilize to build and frame their ethical leadership development programs and initiatives. These themes include that rules and policies alone, do not provide a sustainable framework for mitigating leadership behavior. Other themes include social learning tools as channels for reinforcement and peer support of ethical decision making practices, evaluation of multiple perspectives of a situation, framing guidance with a tone set through the middle layer of an organization, and implementing diverse activities with a cadence of frequent contact over time. Implications and recommendations for leadership development in the areas of organizational development and business ethics are outlined. Suggestions for future study include organizational reputation management, phenomena of sensationalism and global transparency.

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Books on the topic "Organizational change. Organizational sociology. Organizational learning"

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Klev, Roger. Participative transformation: Learning and development in practising change. Farnham: Gower, 2012.

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Morten, Levin, ed. Participative transformation: Learning and development in practising change. Farnham: Gower, 2012.

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1938-, Gustavsen Björn, Østerberg Dag 1938-, and Shotter John, eds. The end of organization theory? Amsterdam, Holland: John Benjamins Pub, 1998.

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Pålshaugen, Øyvind. The end of organization theory? Amsterdam, Holland: John Benjamins Pub., 1998.

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Argyris, Chris. Overcoming organizational defenses: Facilitating organizational learning. Upper Saddle River, NJ: Prentice Hall, 1990.

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Overcoming organizational defenses: Facilitating organizational learning. Boston: Allyn and Bacon, 1990.

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Argyris, Chris. Overcoming organizational defenses: Facilitating organizational learning. Boston: Allynand Bacon, 1990.

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Dixon, Nancy M. Organizational learning. Ottawa: Conference Board of Canada, 1993.

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Zucchermaglio, Cristina. Organizational Learning and Technological Change. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995.

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Zucchermaglio, Cristina, Sebastiano Bagnara, and Susan U. Stucky, eds. Organizational Learning and Technological Change. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79550-3.

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Book chapters on the topic "Organizational change. Organizational sociology. Organizational learning"

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Kaplan, Leslie S., and William A. Owings. "Leading Organizational Change/Organizational Learning." In Organizational Behavior for School Leadership, 139–71. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315669502-5.

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Auster, Ellen R., Krista K. Wylie, and Michael S. Valente. "Inspiring continuous learning and evolution." In Strategic Organizational Change, 161–74. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230508064_11.

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Küpers, Wendelin, and Jürgen Deeg. "Organizational Change and Learning." In Encyclopedia of the Sciences of Learning, 2530–33. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1495.

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Oliveira, Teresa Carla, and Vítor Manuel dos Reis Raposo. "Deigning Down or Learning Up? Lack of Voice and Dialogue in Change Management of Public Hospitals." In Organizational Management, 205–28. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137473080_9.

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Dery, David. "Research Data and Organizational Learning." In Data and Policy Change, 21–36. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2187-0_2.

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Mulford, Bill. "Organizational Learning and Educational Change." In International Handbook of Educational Change, 616–41. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_31.

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Hughes, Mark. "History, learning and organizational change." In Managing and Leading Organizational Change, 63–77. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351265966-5.

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Gherardi, Silvia. "Organizational Learning: The Sociology of Practice." In Handbook of Organizational Learning and Knowledge Management, 43–65. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119207245.ch3.

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Orr, Julian E. "Ethnography and Organizational Learning: In Pursuit of Learning at Work." In Organizational Learning and Technological Change, 47–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79550-3_3.

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Bagnara, Sebastiano, Antonio Rizzo, and Oronzo Parlangeli. "Learning Strategies and Organizations." In Organizational Learning and Technological Change, 190–204. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79550-3_11.

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Conference papers on the topic "Organizational change. Organizational sociology. Organizational learning"

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Khoori, Ahmed. "Organizational Learning and Management of Change." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 1998. http://dx.doi.org/10.2118/49551-ms.

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Jun-ying, Liu. "A study on the relationship of organizational learning, strategic change and organizational performance." In 2010 International Conference on Management Science and Engineering (ICMSE). IEEE, 2010. http://dx.doi.org/10.1109/icmse.2010.5719846.

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Rodés, Virginia, Alén Pérez Casas, Leticia Lorier, Natalia Correa, Gabriel Budiño, José Fager, and Manuel Podetti. "Virtual Learning Environment adoption and organizational change in Higher Education." In the XV International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662253.2662337.

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Mukti, Dyah Puspo, and Nidya Dudija. "Organizational Change Dynamics : A Learning Organization Process toward World Class Organization." In 3rd International Seminar and Conference on Learning Organization. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isclo-15.2016.15.

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Schiffeler, Nina, Wiebke Behrens, Sebastian Stiehm, Anja Richert, and Sabina Jeschke. "ENCOURAGING ORGANIZATIONAL CHANGE – DEVELOPING A CERTIFICATE FOR HOLISTIC DEMOGRAPHY MANAGEMENT SYSTEMS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0992.

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Lovrenčić, Sandra. "Knowledge Management as a Facilitator of Organizational Change." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.82.

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Abstract:
Natural, social, political, technological and economic environment of an organization constantly change making timely and relevant information and knowledge critical for competitive advantage and business success. Such constant changes can cause disruption and with it need for adaptation of business models, digital transformation and improvement of knowledge management systems. Digital business and digital workforce are being even more accentuated with ongoing epidemic and new information technologies emerge to help organizations in achieving their goals. Information technology is an important element of knowledge management that supports its processes of creation, acquisition, storage, sharing and application of organizational knowledge. Other important elements, or classic pillars, are organization, leadership and learning. They all include people and people really are key enablers of development and progress. Technology, processes and people in organization are intertwined;:they change and are changed by each other, and are specific for each organization. Knowledge management makes use of those connections to foster organizational change, but is also influenced and changed by them.
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"HRM Driven Organizational Change: Developing a Game Simulation Model for Strategic HRM." In 12th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.044.

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Nan, Yang. "The impact of the organizational innovation on strategic change: Cognitive and learning perspectives." In 2014 International Conference on Management Science and Engineering (ICMSE). IEEE, 2014. http://dx.doi.org/10.1109/icmse.2014.6930259.

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Peng, Ying, Jinling Hou, and Jing Wang. "From Micro to Macro: A Study on the Adaptability Model of Learning Organizational Change." In 2010 Second International Conference on Modeling, Simulation and Visualization Methods (WMSVM). IEEE, 2010. http://dx.doi.org/10.1109/wmsvm.2010.39.

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Rečs, Normunds, and Andrejs Geske. "The Professional Learning Community as an Organizational System for School Staff Development, School Change and Improvement." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.36.

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Reports on the topic "Organizational change. Organizational sociology. Organizational learning"

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Underhill, Lynn B. The Sociology of Megaprogramming: Experiences in Generating an Organizational Learning Enterprise (Software Technology for Adaptable, Reliable Systems (STARS) Program). Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada292998.

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Contreras Salamanca, Luz Briyid, and Yon Garzón Ávila. Generational Lagging of Dignitaries, Main Cause of Technological Gaps in Community Leaders. Analysis of Generation X and Boomers from the Technology Acceptance Model. Universidad Nacional Abierta y a Distancia, May 2021. http://dx.doi.org/10.22490/ecacen.4709.

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Community and neighborhood organizations are in the process of renewing the organizational culture, considering technological environments in the way of training, and advancing communally, being competitive in adaptation and learning, creating new solutions, promoting change, and altering the status quo, based on the advancement of technology over the last few years, currently applied in most organizations. The decisive factor is the ability of true leaders to appropriate the Technological Acceptance Model –TAM– principles, participating in programs and projects, adopting new technologies from the different actors involved, contributing to the welfare of each community. There is, however, a relative resistance to the use of technology as support in community management, due to the generational differences in leaders and dignitaries, according to collected reports in this study, in relation to the age range of dignitaries –Generation X and Baby Boomers predominate–. They present a challenge to digital inclusion with difficulties related to age, cognitive, sensory, difficulty in developing skills, and abilities required in Digital Technologies, necessary to face new scenarios post-pandemic and, in general, the need to use technological facilities.
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