Relevant bibliographies by topics / Organizational Learning Mechanism

Contents

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

Academic literature on the topic 'Organizational Learning Mechanism'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Organizational Learning Mechanism"

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Fang, Shih-Chieh, and Hung Ku Chen. "Strategic intent, organizational environment, and organizational learning mechanisms." Personnel Review 45, no. 5 (August 1, 2016): 928–46. http://dx.doi.org/10.1108/pr-11-2014-0266.

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Purpose – The purpose of this paper is to develop different kinds of organizational learning mechanisms based on various types of strategic intents (proactive- and reactive-orientation) and organizational environments (stable and unstable). Design/methodology/approach – The authors utilized a grounded theory approach, and corroborated the results using multiple interviews and documents related to various cases. The authors determined the inter-judge agreement and performed a composite reliability analysis to ensure the robustness of the research. Findings – Successful organization learning is contingent upon managerial strategic intent and the organizational environment in which the organization operates. Proactive strategic intent will cultivate a group-oriented learning system, whereas reactive strategic intent emphasizes the effectiveness of personal learning. Firms in an environment marked by radical change utilize experiential learning mechanisms (participation- and experience-orientation), whereas firms in a stable environment use a specialist-knowledge-oriented approach to learning (benchmarking- and specializing-orientation). Originality/value – The authors offer a theoretical framework two-by-two matrix that has practical implications in providing managers with guidance in selecting the appropriate organizational learning mechanism to implement in their firms.
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Aleksic-Miric, Ana. "Inter-organizational design fit in inter-organizational knowledge management." Sociologija 56, no. 3 (2014): 343–63. http://dx.doi.org/10.2298/soc1403343a.

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The purpose of this paper is to analyze existing knowledge on how organizations learn using multilevel comparison perspective of intra- and inter-organizational learning and to offer deeper understanding of the role that organizational design properties have in inter-organizational learning. Using Argote and Ophir (2005) findings on similarity vs complementarity fit developed for intra-organizational learning as an anchor, we analyze the role similarity vs complementarity fit of organizational configuration and coordination properties in inter-organizational settings. Our intention is to explicitly express the role of interorganizational design fit in inter-organizational knowledge management. Framework developed here systematizes and explains how strategic objectives of network creation (exploration or exploitation) should be aligned with learning mechanisms (learning by doing or learning by listening/observing) and organizational design properties. From the point of organization theory, this paper advances knowledge about the influence organizational design as intra-organizational property has on knowledge transfer between organizations and inter-organizational learning. Our framework helps managers understand how inter-organizational design fit can influence inter-organizational learning within the network. With regard to policy making, knowledge networks are becoming increasingly important as a mechanism of industrial development support, economic growth, increase of employment and poverty reduction and this paper points to mechanisms of inter-organizational design that can be used in managing these networks.
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Avidov-Ungar, Orit. "School-Based Professional Development as an Organizational Learning Mechanism." International Journal of Educational Reform 25, no. 1 (January 2016): 16–37. http://dx.doi.org/10.1177/105678791602500102.

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AlShehhi, Abdulmunem, and Wathiq Mansoor. "Organizational Knowledge Systems Design & Implementation." International Conference on Advances in Business, Management and Law (ICABML) 2017 1, no. 1 (December 24, 2017): 215–28. http://dx.doi.org/10.30585/icabml-cp.v1i1.22.

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This research paper aims to explain relationships of organization learning (OL), knowledge management (KM), talent management (TM) practices and organizational performance (OP) in order to have excellent understanding of the subject by using in-depth analysis of the extant literature. This research offers mechanisms for Organizational Knowledge Systems (OKS) that will help the entity to apply OKS. The research paper has created a complete mechanism of the OKS then tests the proposed model. Keywords: Organization Learning, Knowledge Management, Talent Management and Organization Knowledge Systems.
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Mitki, Yoram, and Ram Herstein. "From crisis to success: three case studies in organizational learning." Learning Organization 18, no. 6 (September 20, 2011): 454–67. http://dx.doi.org/10.1108/09696471111171303.

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PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration
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Wong, May M. L. "Organizational Learning via Expatriate Managers: Collective Myopia as Blocking Mechanism." Organization Studies 26, no. 3 (March 2005): 325–50. http://dx.doi.org/10.1177/0170840605049801.

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Qualitative case studies of two Japanese multinational department stores in Hong Kong are used to illustrate possible blocking mechanisms and collective myopia that hinder Japanese expatriate managers in acquiring double-loop organizational learning in their international assignments. Four major blocking mechanisms were identified — parent company community spirit, dozoku inhabitants, parent company’s translators and desire for normality. These blocking mechanisms were related to the Japanese head office’s culture, ideology and desire to control. They inhibited the expatriates from challenging established practices, procedures and norms, prevented them from becoming knowledgeable human agents, and hindered them from forming reflexivity. The expatriates, as a result, failed to learn from their international assignments. A conceptual model for expatriate learning and blocking mechanisms is drawn from the case examples, and implications for improving expatriate management to strengthen organizational learning are discussed.
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Buenaventura-Vera, Guillermo, and Juan Antonio Gudziol. "Trust as a mechanism to improve organizational performance." Cuadernos de Administración 36, no. 66 (June 9, 2020): 53–63. http://dx.doi.org/10.25100/cdea.v36i66.7897.

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This paper designs and contrasts a relational model between the trust of collaborators in organizations and the performance of the company, mediated by the organizational commitment to learning and the commitment of employees to the company. As key objectives, a double mediation model is tested in the relationship between intra-organizational trust and the firm’s performance, through the organization’s commitment to learning and the commitment of collaborators to the company. Using a 31-item survey, the goodness of the model was evaluated with a sample of 161 individuals from different organizations in southwestern Colombia. The proposed model and its respective adjustment indexes were tested by using structural equations (SEM) modeling and the AMOS software package. The results demonstrate the empirical evidence, by statistically contrasting the model that posits the existence of relationships among the variables of the relational model. The findings made it possible to set parameters for the management of competencies and skills that contribute to the improvement of organizational performance.
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Li, Mo, Hu Haoyi, and Sun Wenbin. "Learning levels of collective learning mechanism in industrial cluster." International Journal of Human Resources Development and Management 8, no. 1/2 (2008): 43. http://dx.doi.org/10.1504/ijhrdm.2008.018201.

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Shang, Hang Biao, Guo Shuang Tian, Cai Ping Song, Yu Kun Cao, Li Rong Chen, Xiang Hua Chen, and Ying Li. "The Study on the Relationship between Hypercompetition and Organizational Innovation: The Role of Organizational Learning." Key Engineering Materials 467-469 (February 2011): 1236–40. http://dx.doi.org/10.4028/www.scientific.net/kem.467-469.1236.

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This paper studies on the formation mechanism of how organizational innovation is established and developed. We built a model including envirnomental change, organizational learning and organizational innovation. Using the empirical study as a sample of 194 enterprises the results of this paper show that (1) the external environment factors have no direct effent on organizational innovation. The main factor of organizational innovation driven is organizational learning. (2) the industry of environmental change on the organizational learning have a significant impact to organizational learning and changes in the macroeconomic environment had no significant effect to organizational learning.
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Baškarada, Saša, Arvind Chandran, Mina Shokr, and Christopher Stewart. "Facilitating organizational learning through agent-based modeling and simulation experimentation." Learning Organization 23, no. 6 (September 12, 2016): 429–43. http://dx.doi.org/10.1108/tlo-01-2016-0004.

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Purpose In addition to requiring high absorptive capacity, contemporary organizations operating in highly dynamic and complex environments also require the ability to create knowledge internally, within the organization. While the organizational learning (OL) literature has produced a plethora of theories and frameworks, there has been relatively little empirical research on specific mechanisms for internal knowledge generation. Accordingly, this paper aims to answer calls for more research on mechanisms for internal generation of organizational knowledge. Design/methodology/approach This paper is an in-depth case study in the Australian Defence Organisation (ADO). Findings The paper presents a cyclical eight-stage knowledge generation process and demonstrates how agent-based modeling and simulation (ABMS) may be used to facilitate OL. Originality/value By detailing an in-depth case study of an ABMS mechanism for internal knowledge generation in the ADO, this paper provides a novel and relevant contribution to the OL literature.
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Dissertations / Theses on the topic "Organizational Learning Mechanism"

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Finocchio, Bobbie F. "Organizational Learning Theory and Districtwide Curriculum Reform: The Role of the Superintendent and Chief Academic Officer." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106802.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the mechanisms employed by a public school Superintendent and Chief Academic Officer to support district wide curriculum reform. Utilizing organizational learning theory as a frame, the study aims to uncover the extent to which the district functions as learning organization. A learning organization can be characterized by a systematic approach to the acquisition and distribution of information to then retrieve and uniformly interpret new knowledge for the organization’s future use. Interview data and document analyses revealed strong evidence of organizational learning mechanisms employed by the Superintendent and Chief Academic Officer. Specifically, strategies for information acquisition and distribution were highly utilized, as well as structures for accountability including supervision, coaching models and a focus on data use. These district administrators delegated roles and meeting structures to support curricula adaptation, including heavy reliance on the instructional leadership of coaches and directors. With the goal of improving student outcomes via curricula reform, such structures facilitated adaptation and engagement in new learning by various members of the school district
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Tatana, Vuyokazi. "An evaluation of knowledge sharing as a knowledge management mechanism in public libraries in Cape Town, Western Cape Province , South Africa." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5138.

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This study aimed to investigate into knowledge sharing as a mechanism for managing knowledge in the City of Cape Town public libraries, Western Cape, South Africa. The study sought to achieve the following objectives: To find out the extent to which knowledge sharing takes place in the City of Cape Town public libraries; To establish how knowledge is shared between the less experienced and the more experienced librarians; To explore the influence of knowledge sharing on service delivery in the City of Cape Town public libraries; To identify and discuss the impediments to knowledge sharing the City of Cape Town public libraries; The findings of the study would provide insight useful in addressing the challenges that confront public libraries as far as knowledge sharing and is concerned. This study would assist to maintain the best practices of knowledge sharing in the City of Cape Town public libraries.This study would also help the City of Cape Town policy makers and library management to come up with knowledge‐sharing/ knowledge management intervention measures from an informed point of view.
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Berrios, Andrew M. "Organizational Learning Theory and Districtwide Curriculum Reform: Principals' Perceptions." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106801.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the organizational learning mechanisms utilized by a district superintendent and their impact on principals’ learning. Examining recent curriculum reform efforts, the study concentrated on a small sample of building principals within a mid-sized urban public school district. Grounded in both organizational and situated learning theories, the research focused on organizational learning mechanisms and the interplay created by their implementation through the analysis of interview data and documents. Findings highlighted how the superintendent interpreted and distributed information to principals. In addition, findings showed the impact that superintendent-initiated processes, behaviors, and structures had on principal learning. The study provided strong evidence that the superintendent under study took steps to create district structures to support organizational learning. Moreover, principal data showed the impact of these structures on principals’ perceived learning
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Nagaraj, Varun. "Emergent Learning in Digital Product Teams." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1553980113426569.

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Kelly, Ian P. "Organizational Learning Theory and Districtwide Curriculum Reform: Teacher Learning and the Efficacy of Organizational Learning Mechanisms." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106797.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the organizational learning mechanisms used by school and district leaders to support professional learning within the context of curriculum reform. Elements of organizational learning theory provided a conceptual framework through which the researcher explored how teachers learned and how district leaders supported their learning about a district-wide curriculum reform. Data were collected through document review and semi-structured interviews with eighteen professionals from an urban district in the Northeast. Findings showed that (a) the district implemented an integrated system of organizational learning mechanisms to support teacher/instructional coach learning relevant to curriculum reform efforts, (b) teachers and coaches perceived these learning mechanisms to be effective in supporting their learning and (c) teachers and coaches demonstrated varying levels of understanding regarding the district’s curriculum reform priorities. Recommendations included: (a) enhancements to school and district strategic planning documents, (b) connecting principals closely to the teaching and learning operations of the district and (c) implementing feedback mechanisms to monitor individual interpretations of district priorities
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Edouard-Vincent, Marice M. "Organizational Learning Theory and Districtwide Curriculum Reform: The Role of Central Office Boundary Spanners in Organizational Learning." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106805.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative study examined the organizational learning mechanisms (OLMs) used by school district educational leaders to improve the implementation of curriculum reform. This portion of the study focused on the OLMs used by central office boundary spanners to help school principals implement curriculum reform chosen by school district leaders. Drawing from interview and document data analysis, the results of this study indicated that OLMs used by central office boundary spanners are critical to the successful implementation of school reform. Examples of the OLMs used by central office boundary spanners included utilizing online technology and providing whole and small group support as well as individualized coaching to help school principals implement curriculum reform. Frequent communication, collaborative opportunities, and consistent messaging with school principals surfaced as the key OLM techniques used by central office boundary spanners to consistently improve the implementation of school reform
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Curley, Tracy R. "Organizational Learning Theory and Districtwide Curriculum Reform: The Role of the Principal in Organizational Learning." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106803.

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Thesis advisor: Rebecca Lownhaupt
This qualitative case study examined the role of the principal in organizational learning in one small, urban school district. The study focused on ways in which building leaders acquired, interpreted, and distributed information in schools, and how these practices were monitored. Findings from analysis of principal interviews and document review showed that monthly meetings with the superintendent served as the primary source of information gathered by principals, while meetings with their peers provided a vehicle for interpreting information shared. Within their buildings, principals used various building-level meetings, written communication, and the teacher evaluation processes as vehicles for information distribution to staff. Meetings and observation of practice were utilized to monitor efficacy of their distribution practices. Findings suggested that principals did not identify themselves as the primary keepers or distributors of information as it pertained to teaching and learning. Using a distributed approach, they instead relied on district directors and instructional coaches for that aspect of the work
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Lower, Leeann M. "Examining the Relationships between Dosage and Outcomes in Sport-Based Positive Youth Development." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429746982.

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Li, Fang Fang, and Pierre Devos. "Talent management: art or science? : The invisible mechanism between talent and talent factory." Thesis, University of Kalmar, Baltic Business School, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-473.

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Talent management has been a heating-up topic in recent years. It has a positive effect on the ability to create a compelling, productive, and valued enterprise for all stakeholders — employees, customers, business partners and investors. Moreover, talent management facilitated talent flexibility and enables the rapid growth of the business, ensuring rapid alignment with the requirements established by business leaders as the company evolved. Meanwhile, the importance for a company to attract and retain a high-quality workforce is moving into the boardroom agenda, more and more attention is pain on this acute topic.

In this thesis, we are doing the research on how to build up a talent factory within the company – how to recruit the most outstanding people to meet the business needs, how to maximize the potential of employees, how to put the right people in the right position and finally how to keep the best people in the company. In order to achieve it, we conducted our research from different methodologies (literatures, case studies, interviews) to find the answer our research question: is talent management a science or an art in order to build up a talent factory? At the end, we came out of our own understanding about the talent management and the accommodations of building up a talent factory.

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Kilnes, Ulrika. "Formal mechanisms of repatriate knowledge transfer and assimilation : A study of knowledge management in MNCs." Thesis, Uppsala University, Department of Business Studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-107155.

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This paper investigates formal mechanisms of knowledge transfer and assimilation in Large Cap companies listed on the Nordic Exchange, as well as potential reasons to why formal mechanisms are not used or implemented. The findings, that are consistent with previous research on the subject, indicate that formal mechanisms like reports, seminars, meetings, workshops, IT based systems, and rewards to motivate and stimulate knowledge transfer and assimilation, are in general not used. Investigate potential explanations to why formal mechanisms are not implemented or used are related to the tacit nature of knowledge, the organizational culture and structure, as well as the absence of interest, initiatives and structures.  

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Books on the topic "Organizational Learning Mechanism"

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Kondrat'ev, Sergey. Theory and practice of personalized learning. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1098272.

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The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the Christian psychology of education, the general psychological and socio-psychological aspects of personalized learning are revealed, the psychological typification of students and teachers is justified, the extraordinary pedagogical interaction as a psychological mechanism of personalized learning is presented, the experimental construction of psychological types of primary school students based on the perception of educational material, as well as the typological features of teachers. Technologies of personalized learning are presented. The monograph reflects the results of many years of theoretical and experimental research of the author. It is of interest to seminarians, students, postgraduates of Orthodox educational institutions, students of Higher theological courses, faculties of advanced training and retraining, as well as philosophers, psychologists, teachers, social workers, and specialists in the field of education.
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Blair, Mitch. Delivering and managing an effective child health programme across the UK. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0033.

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This chapter describes the evidence base supporting effective implementation of the child health programme at national and local levels. It reviews the contribution of implementation and improvement science. Training accreditation and the use of learning sets and data feedback loops are described. A key organizational mechanism to ensure local quality assurance and accountability is the formation of a local child health programme steering group. The structure and functions of such are described.
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Kale, Prashant, and Harbir Singh. Innovation in Indian Business Groups. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199476084.003.0004.

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Innovation is a critical to the success of large, diversified Indian business groups and this chapter explores the specific organizational mechanisms they have adopted to enable and foster innovation in their organizations. First, these groups provide internal markets for much needed capital and talent necessary for innovation to make up for sufficient lack of these institutions externally. In addition, they have pursued the following actions: (a) significantly upped their investments in R&D and innovation, (b) created internal leadership councils to oversee and promote innovation, (c) created an innovation culture that encourages and celebrates entrepreneurship, risk-taking, and tolerance for failure, (d) undertaken formal learning interventions to build the innovation capabilities of their managers, and (e) set-up formal units to in-source innovation from external sources. Indian companies are yet in the early stages of this journey and will have to sustain these practices to demonstrate durable success with innovation.
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Taska, Lucy. Scientific Management. Edited by Adrian Wilkinson, Steven J. Armstrong, and Michael Lounsbury. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198708612.013.2.

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This chapter reviews the continuing impact of Scientific Management, particularly in relation to the field of education. By outlining how Taylor and his followers used the language of science, efficiency and rationality to extend the application of Scientific Management to the reform of learning methods in the workplace and in educational institutions, it questions the assumption that managerialism in higher education emerged out of thin air in the 1990s. The chapter argues that the diffusion of Taylor’s philosophy, principles and methods to education resulted in the replacement of traditional co-operative modes of learning with a new orientation that privileged co-operation with managers and the managerialization of educational practices and institutions. It concludes by demonstrating how Taylor’s ghost continues to exert influence through standardized courses, metric measurements of student outcomes and academic research, and regulatory, accrediting and disciplinary mechanisms and organizations.
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West-Eberhard, Mary Jane. Developmental Plasticity and Evolution. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195122343.001.0001.

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The first comprehensive synthesis on development and evolution: it applies to all aspects of development, at all levels of organization and in all organisms, taking advantage of modern findings on behavior, genetics, endocrinology, molecular biology, evolutionary theory and phylogenetics to show the connections between developmental mechanisms and evolutionary change. This book solves key problems that have impeded a definitive synthesis in the past. It uses new concepts and specific examples to show how to relate environmentally sensitive development to the genetic theory of adaptive evolution and to explain major patterns of change. In this book development includes not only embryology and the ontogeny of morphology, sometimes portrayed inadequately as governed by "regulatory genes," but also behavioral development and physiological adaptation, where plasticity is mediated by genetically complex mechanisms like hormones and learning. The book shows how the universal qualities of phenotypes--modular organization and plasticity--facilitate both integration and change. Here you will learn why it is wrong to describe organisms as genetically programmed; why environmental induction is likely to be more important in evolution than random mutation; and why it is crucial to consider both selection and developmental mechanism in explanations of adaptive evolution. This book satisfies the need for a truly general book on development, plasticity and evolution that applies to living organisms in all of their life stages and environments. Using an immense compendium of examples on many kinds of organisms, from viruses and bacteria to higher plants and animals, it shows how the phenotype is reorganized during evolution to produce novelties, and how alternative phenotypes occupy a pivotal role as a phase of evolution that fosters diversification and speeds change. The arguments of this book call for a new view of the major themes of evolutionary biology, as shown in chapters on gradualism, homology, environmental induction, speciation, radiation, macroevolution, punctuation, and the maintenance of sex. No other treatment of development and evolution since Darwin's offers such a comprehensive and critical discussion of the relevant issues. Developmental Plasticity and Evolution is designed for biologists interested in the development and evolution of behavior, life-history patterns, ecology, physiology, morphology and speciation. It will also appeal to evolutionary paleontologists, anthropologists, psychologists, and teachers of general biology.
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Passingham, Richard E. Understanding the Prefrontal Cortex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198844570.001.0001.

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The primate prefrontal cortex sits at the top of the sensory, motor, and outcome processing hierarchies of the neocortex. It transforms sensory inputs into motor outputs, determining the response that is appropriate given the current context and desired outcome. This transformation involves conditional rules. The dorsal prefrontal cortex supports the learning of behavioural sequences, where the next action is conditional on the previous one. The ventral prefrontal cortex supports associations between objects, where the choice of one object is conditional on the presence of another object. However, because hierarchical processing supports the extraction of abstract representations, the primate prefrontal cortex is able to represent conditional rules that are abstract, meaning that they apply irrespective of the specific inputs. The selective advantage is that by learning these rules, primates can solve new problems rapidly when they have the same conditional logic as prior problems. The human prefrontal cortex has the same fundamental organization as in other primates. The dorsal prefrontal cortex supports the understanding of sequences and the ventral prefrontal cortex supports the ability to learn semantic associations. Thus the human prefrontal cortex has co-opted and elaborated mechanisms that were present in ancestral primates. These mechanisms can be used for new ends. For example, words have been associated with objects so as to communicate with others. This means that to understand human intelligence it is necessary to take into account the fact that the abstract rules are transmitted verbally from one generation to another.
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Bornstein, David, and Susan Davis. Social Entrepreneurship. Oxford University Press, 2010. http://dx.doi.org/10.1093/wentk/9780195396348.001.0001.

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In development circles, there is now widespread consensus that social entrepreneurs represent a far better mechanism to respond to needs than we have ever had before--a decentralized and emergent force that remains our best hope for solutions that can keep pace with our problems and create a more peaceful world. David Bornstein’s previous book on social entrepreneurship, How to Change the World, was hailed by Nicholas Kristof in The New York Times as “a bible in the field” and published in more than twenty countries. Now, Bornstein shifts the focus from the profiles of successful social innovators in that book--and teams with Susan Davis, a founding board member of the Grameen Foundation--to offer the first general overview of social entrepreneurship. In a Q & A format allowing readers to go directly to the information they need, the authors map out social entrepreneurship in its broadest terms as well as in its particulars. Bornstein and Davis explain what social entrepreneurs are, how their organizations function, and what challenges they face. The book will give readers an understanding of what differentiates social entrepreneurship from standard business ventures and how it differs from traditional grant-based non-profit work. Unlike the typical top-down, model-based approach to solving problems employed by the World Bank and other large institutions, social entrepreneurs work through a process of iterative learning--learning by doing--working with communities to find unique, local solutions to unique, local problems. Most importantly, the book shows readers exactly how they can get involved. Anyone inspired by Barack Obama’s call to service and who wants to learn more about the essential features and enormous promise of this new method of social change, Social Entrepreneurship is the ideal first place to look.
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Book chapters on the topic "Organizational Learning Mechanism"

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Haibo, Yu. "The generative mechanism of organizational learning *." In Organizational Learning in China, 84–158. 1 Edition. | New York : Routledge, 2021. | Series: China perspectives: Routledge, 2021. http://dx.doi.org/10.4324/9781003166542-4.

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Teramoto, Yoshiya, and Caroline Benton. "Organizational Learning Mechanisms for Corporate Revitalization." In Japanese Management, 116–32. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523289_6.

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Bloodgood, James M. "Organizational Routines as Mechanisms for Knowledge Creation, Utilization, and Storage." In Knowledge Management and Organizational Learning, 41–58. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0011-1_4.

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Lutsenko, Anastasiia. "Organizational Learning Mechanisms and Corporate Entrepreneurial Orientation." In Cultural Psychology of Education, 31–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96035-7_3.

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Caporarello, Leonardo, Beatrice Manzoni, and Lilach Trabelsi. "(Digital) Learning Models and Organizational Learning Mechanisms: Should Organizations Adopt a Single Learning Model or Multiple Ones?" In Exploring Digital Ecosystems, 179–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23665-6_13.

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Annosi, Maria Carmela, Antonella Martini, and Mats Magnusson. "Investigating the Impact of Agile Control Mechanisms on Learning in Scrum Teams." In Learning and Innovation in Hybrid Organizations, 213–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62467-9_11.

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Eckhorn, Reinhard, and Thomas Schanze. "Possible Neural Mechanisms of Feature Linking in the Visual System: Stimulus-Locked and Stimulus-Induced Synchronizations." In Self-Organization, Emerging Properties, and Learning, 63–80. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3778-6_5.

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Ben-Elia, Nahum. "Organizational Reorientation and Learning in Israeli Local Government: The Role of Market Type Mechanisms." In Strategic Changes and Organizational Reorientations in Local Government, 75–89. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24343-3_5.

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Oude Groote Beverborg, Arnoud, Tobias Feldhoff, Katharina Maag Merki, and Falk Radisch. "Introduction." In Accountability and Educational Improvement, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_1.

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AbstractSchools are continuously confronted with various forms of change, including changes in students’ demographics, large-scale educational reforms, and accountability policies aimed at improving the quality of education. On the part of the schools, this requires sustained adaptation to, and co-development with, such changes to maintain or improve educational quality. As schools are multilevel, complex, and dynamic organizations, many conditions, factors, actors, and practices, as well as the (loosely coupled) interplay between them, can be involved therein (e.g. professional learning communities, accountability systems, leadership, instruction, stakeholders, etc.). School improvement can thus be understood through theories that are based on knowledge of systematic mechanisms that lead to effective schooling in combination with knowledge of context and path dependencies in individual school improvement journeys. Moreover, because theory-building, measuring, and analysing co-develop, fully understanding the school improvement process requires basic knowledge of the latest methodological and analytical developments and corresponding conceptualizations, as well as a continuous discourse on the link between theory and methodology. The complexity places high demands on the designs and methodologies from those who are tasked with empirically assessing and fostering improvements (e.g. educational researchers, quality care departments, and educational inspectorates).
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Salamzadeh, Aidin, and Mirjana Radovic Markovic. "Shortening the Learning Curve of Media Start-Ups in Accelerators." In Evaluating Media Richness in Organizational Learning, 36–48. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2956-9.ch003.

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Business accelerators are playing a key role in facilitating the process of new venture creation. Start-ups generally look for the best accelerators to make their long journey short. Media start-ups also look for a supportive mechanism to fasten their start-up experience. In this process, one of the main issues is to shorten their learning curve which is possible by use of start-up accelerators. Therefore, this chapter deals with the idea that which factors are important in this regard. To do so, first, a brief review of the support mechanisms is presented, and it is discussed that how start-up accelerators shorten the learning curve of the start-ups. Then, five media start-ups which were created in accelerators are studied. All of the cases were established after 2014, since the accelerators started working from the same year. According to the findings, there are mainly six reasons for shortening of the learning curve by start-up accelerators, including: (1) Short creation period, (2) Seminars and courses, (3) Co-working space, (4) Divided teams, (5) Cohort peers, and (6) Mentorship.
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Conference papers on the topic "Organizational Learning Mechanism"

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Yun, Han. "Building inter-organizational learning mechanism of High-Tech Virtual Enterprise." In 2013 6th International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2013. http://dx.doi.org/10.1109/iciii.2013.6703126.

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Liu, Ying. "Research on the Organizational Learning Mechanism Based on the Core Competitiveness." In 2010 International Conference on E-Product E-Service and E-Entertainment (ICEEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceee.2010.5660210.

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Zhang, Tie-nan, and Jian-yu Zhao. "A study of transition mechanism in knowledge creation based on organizational learning." In 2012 International Conference on Management Science and Engineering (ICMSE). IEEE, 2012. http://dx.doi.org/10.1109/icmse.2012.6414325.

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Liu, Quanhong, and Tao Wang. "The Formative Mechanism of Marketing Capability: The View of Organizational Learning and Knowledge Management." In 2009 International Symposium on Information Science and Engineering (ISISE). IEEE, 2009. http://dx.doi.org/10.1109/isise.2009.54.

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Peng, Xiao-hong, Dong-sheng Yang, Zhong Liu, and Jin-cai Huang. "Study on Cooperation Mechanism in Agent Organization." In 2006 International Conference on Machine Learning and Cybernetics. IEEE, 2006. http://dx.doi.org/10.1109/icmlc.2006.258495.

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Wulan, Roro Retno. "Colonial Mechanism on Plantation Organization : Case Study of Women Worker Marginalization in West Java Plantation." In 3rd International Seminar and Conference on Learning Organization. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isclo-15.2016.42.

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Davidovitch, Lior, Avi Parush, Tom Hewett, and Avy Shtub. "Training Teams in Managing Projects in a Matrix Structure." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59045.

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Projects are performed in different kinds of organizations: functional structure, project-based structure or matrix structure. The matrix organization is a combination of the functional organization and the “pure” project organization. In a matrix organization, there are usually two chains of command. The chain dealing with issues related to the functional division and the chain dealing with issues related to the project. Due to the split authority between project managers and functional managers, management becomes much more complicated. The cooperation between the project managers is vital for the matrix organization to perform well. Therefore, training teams of project managers in the matrix structure environment is required. A new method for training teams of project managers is presented. The proposed method is based on a real-time simulation called the Project Team Builder (PTB). PTB simulates a dynamic, stochastic multi-project management environment. A project management course for graduate students in systems engineering utilized PTB. The students used the simulator in a multi-user multi-project mode. A class of undergraduate engineering students participated in the same experiment as a control group. The 132 participants were divided into teams of three students (44 teams) which performed repetitive simulation-runs. Three factors were investigated: 1. Previous experience, 2. History recording mechanism, and 3. Team debriefing process. The findings indicate that for the initial learning phase, and for the transfer to different scenario phase, these three independent factors affect the performances. Furthermore, the interactions between the experience and history factors; between the experience and debriefing factors; and between the history and debriefing factors were all significant. Based on these findings a new paradigm for simulation-based team-learning model in a matrix organization structure is presented. The new model includes integration of history mechanism and debriefing procedure in the Kolb’s Team Learning Experience model.
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Liu, Fengwei. "Notice of Retraction: Building up Knowledge-Sharing Mechanisms in Learning Organizations." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5576721.

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Lugonjić, Marija, Tatjana Jovanović, and Vera Krmpot. "Knowledge Management in the Healthcare System." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.38.

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Knowledge management refers to all management activities necessary for the effective creation, capture, exchange and management of knowledge. Knowledge management has always been the most important issue in human societies. Knowledge management became a discipline during the 80s, and the growing role of information technology has enabled the development of efficient KM tools using databases and common software. The current concept of knowledge management emerged, however, in the early 1990s and covered various fields such as business administration, public policy, information systems management, libraries, and information science. In health care, KM is developed mainly in the field of electronic health record management and management of the health organization. In this context, previous research in the business domain has been adapted and applied to health knowledge management. But health care poses different challenges and questions to KM because of its own nature). For the WHO, the main purpose of knowledge management is to bridge knowledge gaps between and within countries. Knowledge management deals with the development of systems and processes used to promote originality, creativity, intelligence and learning. The discipline of knowledge management has three main components (WHO): • People: who create, share and use knowledge and who collectively form an organizational culture that nurtures and encourages the exchange of knowledge; • Processes: methods for acquiring, creating, organizing, exchanging and transferring knowledge; • Technology: mechanisms that store and enable access to data, information and knowledge created by people in various locations.
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Liu, Xia. "An Empirical Research on Internal Mechanism That Inter-Organization Learning Affected Cluster Growth." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5998892.

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