Journal articles: 'Social sciences Organizational learning'

1

Bain, Alastair. "Social Defenses Against Organizational Learning." Human Relations 51, no. 3 (March 1998): 413–29. http://dx.doi.org/10.1177/001872679805100309.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

CARLEY, KATHLEEN M., and JOHN R. HARRALD. "Organizational Learning Under Fire." American Behavioral Scientist 40, no. 3 (January 1997): 310–32. http://dx.doi.org/10.1177/0002764297040003007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Bogenrieder, Irma. "Social Architecture as a Prerequisite for Organizational Learning." Management Learning 33, no. 2 (June 2002): 197–212. http://dx.doi.org/10.1177/1350507602332003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Kerry, Matthew James, and Justin A. DeSimone. "Learning organizational ambidexterity." Learning Organization 26, no. 4 (May 13, 2019): 352–80. http://dx.doi.org/10.1108/tlo-04-2018-0051.

Full text

Abstract:

Purpose The purpose of this paper is to reexamine exploration-exploitation’s reciprocality in organizational ambidexterity (OA) research. OA figures prominently in a variety of organization science phenomena. Introduced as a two-stage model for innovation, theory specifies reciprocal reinforcement between the OA processes of exploration (eR) and exploitation (eT). In this study, the authors argue that previous analyses of OA necessarily neglect this reciprocality in favor of conceptualizations that conform to common statistical techniques. Design/methodology/approach The authors propose joint-variance (JV) as a soluble estimator of exploration–exploitation (eR-eT) reciprocality. An updated systematic literature synthesis yielded K = 50 studies (53 independent samples, N = 11,743) for further testing. Findings Three primary findings are as follows: JV reduced negative confounding, explaining 45 per cent of between-study variance. JV quantified the positive confounding in separate meta-analytic estimates of eR and eT on performance because of double-counting (37.6 per cent), and substantive application of JV to hypothesis testing supported OA theoretical predictions. Research limitations/implications The authors discuss practical consideration for eR-eT reciprocality, as well as theoretical contributions for cohering the OA empirical literature. Practical implications The authors discuss design limitations and JV measurement extensions for the future. Social implications Learning in OA literature has been neglected or underestimated. Originality/value Because reciprocality is theorized, yet absent in current models, existing results represent confounded or biased evidence of the OA’s effect on firm performance. Subsequently, the authors propose JV as a soluble estimator of eR-eT learning modes.

APA, Harvard, Vancouver, ISO, and other styles

6

MENOLLI, André Luís Andrade, Sheila REINEHR, and Andreia MALUCELLI. "Improving Organizational Learning: Defining Units of Learning from Social Tools." Informatics in Education 12, no. 2 (April 15, 2013): 273–90. http://dx.doi.org/10.15388/infedu.2013.18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Soltani, Zeynab, Batool Zareie, Leila Rajabiun, and Ali Agha Mohseni Fashami. "The effect of knowledge management, e-learning systems and organizational learning on organizational intelligence." Kybernetes 49, no. 10 (November 18, 2019): 2455–74. http://dx.doi.org/10.1108/k-12-2018-0672.

Full text

Abstract:

Purpose Nowadays, organizations are facing fast markets’ changing, competition strategies, technological innovations and accessibility of information. In such highly dynamic situations, many factors must be coordinated to realize effective decision-making. In addition, the definition of organizational intelligence is as follows: intellectual ability to answer organizational issues and focus on the unification of human and mechanical abilities for solving problems. This paper aims to investigate important factors (organizational learning, knowledge management and e-learning systems) that influence organizational intelligence. Design/methodology/approach Data have been collected from 290 personnel of tax administration of East Azarbaijan, Iran. For measuring the model’s elements, a questionnaire has been proposed. Surveys have been reviewed by experts with significant experiences in the organizational intelligence field. For statistical analysis of questionnaires, the statistical package social sciences 25 and SMART-partial least squares 0.3 have been used. Findings Findings from the study verify the validity of the design for an organizational intelligence assessment. The outcomes indicate that e-learning systems positively affected organizational intelligence. In addition, they show that the influence of knowledge management and organizational learning on organizational intelligence is important. Originality/value Organizational intelligence’s multidimensional nature makes it a very useful and essential management tool. Therefore, it provides beneficial results for the organizations’ managers to study the important factors affecting it.

APA, Harvard, Vancouver, ISO, and other styles

8

Shinn, Terry, and Anne Marcovich. "Cognitive/organizational blocks: Promethean, territorial and porous regimes." Social Science Information 48, no. 1 (March 2009): 97–121. http://dx.doi.org/10.1177/0539018408099639.

Full text

Abstract:

The present article seeks to deploy a classical taxonomy for description of the features and dynamics of the organizational frameworks that accompany the research endeavors which have arisen in some very spectacular, expensive or intellectually promising science research fields in recent decades, such as high-energy physics, nanoscience and nanotechnology (NST), and cryogenic-driven exploration of dark matter and associated events. Such a taxonomy will associate or combine classical concepts and vocabularies in a way that effectively and fairly precisely captures the novel forms of learning and organizational structures contained in these cognitively and organizationally innovative domains.

APA, Harvard, Vancouver, ISO, and other styles

9

Pentland, Brian T. "Information systems and organizational learning: The social epistemology of organizational knowledge systems." Accounting, Management and Information Technologies 5, no. 1 (January 1995): 1–21. http://dx.doi.org/10.1016/0959-8022(95)90011-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

O’Hara, Suzanne. "Organizational change through individual learning." Career Development International 1, no. 4 (July 1996): 38–41. http://dx.doi.org/10.1108/13620439610124729.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Currah, Andrew, and Neil Wrigley. "Networks of organizational learning and adaptation in retail TNCs." Global Networks 4, no. 1 (January 2004): 1–23. http://dx.doi.org/10.1111/j.1471-0374.2004.00078.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Moskaliuk, Johannes, and Joachim Kimmerle. "Using wikis for organizational learning: functional and psycho‐social principles." Development and Learning in Organizations: An International Journal 23, no. 4 (June 26, 2009): 21–24. http://dx.doi.org/10.1108/14777280910970756.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Hosseini, Seyed Hasan, Ebrahim Hajipour, Azar Kaffashpoor, and Ali Darikandeh. "The mediating effect of organizational culture in the relationship of leadership style with organizational learning." Journal of Human Behavior in the Social Environment 30, no. 3 (December 23, 2019): 279–88. http://dx.doi.org/10.1080/10911359.2019.1680473.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Srinivas, Nidhi. "Book Review: NGOs and Organizational Change: Discourse, Reporting, and Learning." Nonprofit and Voluntary Sector Quarterly 34, no. 3 (September 2005): 404–7. http://dx.doi.org/10.1177/0899764005275209.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Basten, Dirk, and Thilo Haamann. "Approaches for Organizational Learning: A Literature Review." SAGE Open 8, no. 3 (April 2018): 215824401879422. http://dx.doi.org/10.1177/2158244018794224.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Crumpton, Michael A., and Philip B. White. "Connecting real learning with social media ROI." Bottom Line 29, no. 1 (May 9, 2016): 2–11. http://dx.doi.org/10.1108/bl-10-2015-0020.

Full text

Abstract:

Purpose This case study aims to outline the activities related to a project to create a foundation for the libraries’ social media activities and determine return on investment and value added for the efforts. Design/methodology/approach This case study describes the actions taken and the information tracked in establishing social media presence with recommendation for a sustainable program. Findings Social media adds value to libraries’ organizational personality, but it also incurs cost and effort that should be strategically managed. Originality/value This case study was conducted in the authors’ home institution.

APA, Harvard, Vancouver, ISO, and other styles

17

Trivedi, Chitvan, and Shalini Misra. "Dialogue and the Creation of Transformative Social Change: The Case of Social Enterprises." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 107–32. http://dx.doi.org/10.28945/4012.

Full text

Abstract:

Aim/Purpose: To understand the process of social change creation in social entrepreneurial ventures (SEVs), specifically emphasizing the role and nature of the communicative process in social change creation. Background: Drawing on data from seven SEVs from India and the US and employing a grounded theory methodology, this research scrutinizes the social change process and uncovers the role and characteristics of dialogue in this process. Methodology: Qualitative data was collected from seven social entrepreneurial organizations over a period of eight months from July 2011 to February 2012. Semi-structured interviews were conducted with a wide range of members within these social entrepreneurial organizations (n=27) with additional informal interviews with field workers and volunteers. Data from the semi-structured interviews and notes from observations were integrated with analyses of archival resources. Contribution: There is little scholarship about the process of social change creation and the necessary conditions to promote social change over time. Understanding the process of social change creation and the individual, interpersonal, and organizational conditions that facilitate the process is central to design of effective trans-sector TD problem solving ventures. This paper focuses on the process of social change creation in social entrepreneurial settings, specifically emphasizing the role and nature of the communicative process in social change creation. Findings: The reflections and experiences of the members of SEVs revealed that social entrepreneurship is a collective endeavor and this collective character is essential to its success. Collective organization and synergy, deep intra-organizational communication, and a conducive organizational context are critical for the creation of collective wisdom and knowledge networks for long-term collaborative community capacity building. Dialogue emerged as a central category linking the other categories to explain the process of social change creation. Organic organizational structure enables knowledge creation and integration through the process of organizational learning through deep and continuous social interaction, or dialogue. Recommendations for Practitioners: This research elucidated the key characteristics of the organizational context required to support the creation of social change. It also identified the critical role and characteristics of the communicative process required to generate structural knowledge and collective wisdom at the organizational level. Recommendation for Researchers: For individual and organizational learning, trans-sector transdisciplinary organizations require an appropriate organizational context. Key elements of such an organizational context include (1) understanding the ecology of the social problem; (2) organic organizational structure; (3) continuous and deep social interaction among all levels of the organization; (4) employee and community autonomy and empowerment; and (5) attention to subtle environmental changes in the system. These elements in combination lead to the creation of collective wisdom. Collective wisdom then feeds back into the conception, planning, and action stages of the iterative cycle of organizational knowledge creation to create positive social change. Impact on Society: Same as above Future Research: Future research model theoretically and study empirically the ecology of social entrepreneurship and trans-sector TD problem solving more broadly. For example, the ways in the personal attributes of social entrepreneurs (e.g., their leadership style, networking abilities) combine with circumstances at organizational, institutional, and international levels to influence the effectiveness of their efforts to promote positive social change within local and global communities. Second, the grounded theoretical framework developed here should be further refined and elaborated through the identification of additional key contextual factors that affect SEVs’ capacity to promote positive social change and to achieve sustainability in different socio-environmental contexts. There is also a need to translate the findings from this research to facilitate the creation of more inclusive problem solving contexts and practices.

APA, Harvard, Vancouver, ISO, and other styles

18

Berthoin Antal, Ariane, and André Sobczak. "Culturally Embedded Organizational Learning for Global Responsibility." Business & Society 53, no. 5 (February 24, 2013): 652–83. http://dx.doi.org/10.1177/0007650313476673.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Berends, Hans, Kees Boersma, and Mathieu Weggeman. "The Structuration of Organizational Learning." Human Relations 56, no. 9 (September 2003): 1035–56. http://dx.doi.org/10.1177/0018726703569001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

McMillan, Charles J. "On docility: a research note on Herbert Simon’s social learning theory." Journal of Management History 22, no. 1 (January 11, 2016): 91–114. http://dx.doi.org/10.1108/jmh-11-2014-0285.

Full text

Abstract:

Purpose – The purpose of this paper is to address the core concept of docility in Simon’s learning theories and elaborate docility as a missing link in organizational performance structures. In his book, Administrative Behavior, first published in 1947 with three subsequent editions, Herbert A. Simon introduced a new concept to the emerging field of organizational theory, docility. Design/methodology/approach – In Administrative Behavior, Herbert A. Simon introduced to management and organization theorists the concept of docility. Simon adopted the concept and meaning from E.C. Tolman’s (1932) classic work, Purposive Behavior in Animals and Men, and his novel views on learning processes and key concepts like purpose (goals), thought processes (cognitive psychology) and cognitive maps. This paper elaborates on docility mechanisms and the implications for social learning in organizations. Findings – This paper addresses this lacuna in the organizational literature, and the implications for current theories of organizations and organizational learning. Practical implications – Docility is a tool to link individual learning with organizational learning in complex environments and changing technologies. Originality/value – The paper traces origins of Simon’s docility and learning theories.

APA, Harvard, Vancouver, ISO, and other styles

21

L. Conner, Marcia. "Social learning augmented by social media: creating better organizations for a better world." Development and Learning in Organizations: An International Journal 28, no. 6 (September 30, 2014): 6–8. http://dx.doi.org/10.1108/dlo-07-2014-0058.

Full text

Abstract:

Purpose – Social media provides a modern approach to working and learning with people across vast distances as easily as if they were side by side. The new tools foster a new type of social learning, offering leaders an opportunity to transform their organizations into rich learning labs where new knowledge and innovative practices emerge in real-time. Design/methodology/approach – Based on my book published in 2010, and the work I have done with more than 100 companies on social media’s use for fostering social learning. Findings – Social technologies should be used to replace outmoded education programs with more effective and mobile means. With these tools, learners can reframe learning from a passive activity done to learners to an active and very human activity that enables people to build upon their individual and collective potential. Originality/value – Written for this publication, yet based on the learnings since and research done originally for The New Social Learning.

APA, Harvard, Vancouver, ISO, and other styles

22

M. Schroeder, Harold. "Social media in business strategy: the learning and development implications." Development and Learning in Organizations: An International Journal 28, no. 6 (September 30, 2014): 12–15. http://dx.doi.org/10.1108/dlo-08-2014-0060.

Full text

Abstract:

Purpose – This article aims to consider why it is becoming so important for businesses to use social media, and to explore the transformational impacts on organizations and the implications for learning and development. Social media is changing the nature of business and introducing new learning and development needs. These are not confined to the specific skills required to design and implement social media strategies: in many companies, more extensive transformations of culture and organizational systems are necessary to support the new ways of working that are being driven by social media usage. Design/methodology/approach – The findings are based on a combination of literature review and our own research and experience across hundreds of projects. Findings – An organizational change readiness assessment exercise can be used to determine whether a company has the right types of skills and expertise and an appropriate organizational environment to maximize the benefits of social media participation, and to identify which areas need to be modified or strengthened. The specific requirements for change will vary by organization and industry, but few companies can now afford to neglect social media or the types of learning and development necessary to support their use as a core component of business strategy. Originality/value – This work links the benefits of social media participation to leaning areas that need to be modified or strengthened.

APA, Harvard, Vancouver, ISO, and other styles

23

Cherin, David, and William Meezan. "Evaluation as a Means of Organizational Learning." Administration in Social Work 22, no. 2 (April 21, 1998): 1–21. http://dx.doi.org/10.1300/j147v22n02_01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Lahtinen, Johanna. "Local social knowledge management: A case study of social learning and knowledge sharing across organizational boundaries." Journal of Information Science 39, no. 5 (April 9, 2013): 661–75. http://dx.doi.org/10.1177/0165551513481431.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Somerville, Mary M., and Niki Chatzipanagiotou. "Informed Systems: Enabling Collaborative Evidence Based Organizational Learning." Evidence Based Library and Information Practice 10, no. 4 (December 13, 2015): 24. http://dx.doi.org/10.18438/b8vp4x.

Full text

Abstract:

Abstract Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original theoretical approach. Results – Over time and with practice, as co-workers design and enact information-focused and evidence based learning experiences, they learn the way to decision-making and action-taking. Increasingly more complex experiences of information exchange, sense making, and knowledge creation, well supported by workplace communication systems and professional practices, further dialogue and reflection and thereby enrich analysis and interpretation of complexities and interdependencies. Conclusions - Research projects and evaluation studies conducted since 2003 demonstrate the transformative potential of the holistic Informed Systems approach to creating robust workplace learning environments. Leaders are responsible for design of workplace environments supportive of well contextualized, information-rich conversations. Co-workers revisit both the nature of organizational information and the purpose of organizational work. As colleagues better understand the complexities of the organization and its situation, they learn to diagnose problems and identify consequences, guided by Informed Systems models. Systemic activity and process models activate collaborative evidence based information processes within enabling conditions for thought leadership and workplace learning that recognize learning is social. Enabling communication systems and professional practices therefore intentionally catalyze and support collegial inquiry to co-create information experiences and organizational knowledge through evidence based practice to enliven capacity, inform decisions, produce improvements, and sustain relationships. The Informed Systems approach is thereby a contribution to professional practice and workplace renewal through evidence based decision-making and action-taking in contemporary organizations.

APA, Harvard, Vancouver, ISO, and other styles

26

Vince, Russ. "Power and emotion in organizational learning." Human Relations 54, no. 10 (October 1, 2001): 1325–51. http://dx.doi.org/10.1177/a019197.

Full text

Abstract:

This article explores the difference between learning in an organization and organizational learning. I construct a conceptual framework for understanding organizational learning at an organizational level of analysis. This framework is based on the proposition that organizational learning is visible in the organizational dynamics created from the interaction between politics (power relations) and emotion within an organization. Using a combination of psychodynamic theory and reflections on the politics of organizing I develop the idea that organizations are learning when the 'establishment' that is being created through the very process of organizing can be identified and critically reflected upon. I use a case example of a change initiative within Hyder PLC, a multinational company, to identify organizational dynamics that limit organizational learning. In the final part of the article, I discuss the conclusions that emerged from the case example and the implications of these conclusions for the theory and practice of organizational learning.

APA, Harvard, Vancouver, ISO, and other styles

27

Akgün, Ali E., Gary S. Lynn, and John C. Byrne. "Organizational Learning: A Socio-Cognitive Framework." Human Relations 56, no. 7 (July 2003): 839–68. http://dx.doi.org/10.1177/00187267030567004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Karataş-Özkan, Mine, and William D. Murphy. "Critical Theorist, Postmodernist and Social Constructionist Paradigms in Organizational Analysis: A Paradigmatic Review of Organizational Learning Literature." International Journal of Management Reviews 12, no. 4 (November 5, 2010): 453–65. http://dx.doi.org/10.1111/j.1468-2370.2009.00273.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Aldrich, Richard J. "Strategic culture as a constraint: intelligence analysis, memory and organizational learning in the social sciences and history." Intelligence and National Security 32, no. 5 (May 22, 2017): 625–35. http://dx.doi.org/10.1080/02684527.2017.1310977.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Škerlavaj, Miha, Vlado Dimovski, and Kevin C. Desouza. "Patterns and Structures of Intra-organizational Learning Networks within a Knowledge-Intensive Organization." Journal of Information Technology 25, no. 2 (June 2010): 189–204. http://dx.doi.org/10.1057/jit.2010.3.

Full text

Abstract:

This paper employs the network perspective to study patterns and structures of intra- organizational learning networks. The theoretical background draws from cognitive theories, theories of homophily and proximity, theories of social exchange, the theory of generalized exchange, small-worlds theory, and social process theory. The levels of analysis applied are actor, dyadic, triadic, and global. Confirmatory social network analysis (exponential random graph modeling) was employed for data analysis. Findings suggest: (1) central actors in the learning network are experienced and hold senior positions in the organizational hierarchy; (2) evidence of homophlly (In terms of gender, tenure, and hierarchical level relations) and proximity (In terms of geographical and departmental distances) in learning relationships; (3) learning relationships are non-reciprocal; and (4) transitivity and high local clustering with sparse inter-cluster ties are significant for intra-organizational learning networks.

APA, Harvard, Vancouver, ISO, and other styles

31

Schulz, Martin. "A depletion of assets model of organizational learning*." Journal of Mathematical Sociology 17, no. 2-3 (August 1992): 145–73. http://dx.doi.org/10.1080/0022250x.1992.9990104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Foster, M., J. Harris, K. Jackson, and C. Glendinning. "Practitioners' Documentation of Assessment and Care Planning in Social Care: The Opportunities for Organizational Learning." British Journal of Social Work 38, no. 3 (October 11, 2006): 546–60. http://dx.doi.org/10.1093/bjsw/bcl366.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Santos, Jane Lucia Silva, Andrea Valéria Steil, and David Joaquin Delgado-Hernández. "State of the organizational learning field in Latin America and the Caribbean." Learning Organization 27, no. 2 (March 7, 2020): 147–61. http://dx.doi.org/10.1108/tlo-01-2019-0023.

Full text

Abstract:

Purpose The purpose of this paper is to summarize the main methods and themes used on organizational learning (OL) and learning organization (LO) research in Latin American and the Caribbean. Design/methodology/approach A literature review was conducted by means of a broad and systematic strategy to locating, selecting and analyzing papers on OL/LO, written in different languages (English, Portuguese and Spanish). Systematic searches were carried out at the two databases (Web of Science’s Social Sciences Citation Index and Scopus), and 15 specific Latin American and Caribbean journals were identified as data sources for the review. A thematic analysis was carried out using NVivo and cluster analysis. Findings In all 79 papers published between 2000 and 2017 were included in the synthesis and results: 18 are theoretical papers and literature reviews and 61 are empirical papers (30 qualitative, 24 quantitative and 7 multiple methods). These empirical papers revealed the study of the OL/LO concepts in organizations located mainly in Brazil, Venezuela, Chile, Colombia, El Salvador, Mexico and Costa Rica. Five topics represent the main themes addressed on OL/LO studies in Latin America and the Caribbean and are avenues for future research in the field: (i) knowledge and KM (i.e. knowledge management), (ii) culture and leadership, (iii) innovation and improvement, (iv) learning (for example, learning process, learning styles), and (v) entrepreneurship and sustainability. Originality/value This paper provides a summary of the research methods and themes used in the OL/LO field in Latin America and the Caribbean, suggesting insights for future research.

APA, Harvard, Vancouver, ISO, and other styles

34

Antal, Ariane Berthoin, and Jürgen Kocka. "The Social Science Research Center Berlin: organizational learning as a research and institutional project." European Management Review 5, no. 1 (2008): 55–62. http://dx.doi.org/10.1057/emr.2008.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Bartlett‐Bragg, Anne. "Reframing practice: creating social learning networks." Development and Learning in Organizations: An International Journal 23, no. 4 (June 26, 2009): 16–20. http://dx.doi.org/10.1108/14777280910970747.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Dogar, Muhammad Nadeem. "Breach of psychological contract: impact on workforce motivation and organizational sustainability." Emerald Emerging Markets Case Studies 10, no. 1 (January 2, 2020): 1–20. http://dx.doi.org/10.1108/eemcs-01-2019-0005.

Full text

Abstract:

Learning outcomes This case study aims to expect the following learning outcomes. A better understanding of the nature of a psychological contract being developed by employees in non-profit organizations, especially working in the areas of social development and the impact of this contract on employee commitment. Enhanced understanding of conflict of interest (personal versus public) in social development organizations and its implications. Identification of issues of task conflict versus interpersonal conflict and its impact on organizational functions. Identification of dynamics of exclusion of internal stakeholders from organizational strategic decision-making process along with its impact on organizational performance and sustainability. Devising a mechanism to avoid such conflicts in social development organizations, in particular, and organizations in general. Case overview/synopsis This case highlights five issues as follows: it identifies and discusses conflict of interest between privileged class possessing decision-making positions in the board of directors and implementers working at the grassroots level at ANMOL (a non-governmental organization working for poor girls education in Baluchistan-hub of China–Pakistan Economic Corridor); it discusses the basis for formulation of psychological contracts and impact of its violation on stakeholder’s commitment and motivation; it discusses the implications of difference of opinion of both stakeholders regarding organizational vision and possible drawbacks of converting task conflict into interpersonal conflict on individuals, organization and end-users; it explores implications of exclusion of key stakeholders from organizational decision-making and its impact on organizational smooth working and sustainability; and it suggests a mechanism to avoid conversion of task conflict into interpersonal conflict and smooth functioning of an organization. Hence, this case discusses theories of conflict of interest between top-leadership and workforce, psychological contract and implications of its breach on employee motivation and organizational sustainability in the context of social development organizations. Complexity academic level This case provides sufficient material to be discussed at master level courses (management sciences – master of business administration (MBA) level) such as human resource management (dynamics of psychological contract and conflict resolution), leadership and change management in social development organizations (social enterprises). Supplementary materials Teaching Notes are available for educators only. Subject code CSS 7: Management Science.

APA, Harvard, Vancouver, ISO, and other styles

37

Ellis, Shmuel, and Noga Shpielberg. "Organizational Learning Mechanisms and Managers’ Perceived Uncertainty." Human Relations 56, no. 10 (October 2003): 1233–54. http://dx.doi.org/10.1177/00187267035610004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Easterby-Smith, Mark. "Disciplines of Organizational Learning: Contributions and Critiques." Human Relations 50, no. 9 (September 1997): 1085–113. http://dx.doi.org/10.1177/001872679705000903.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Unnikrishnan Nair, K. "Adaptation to creation: progress of organizational learning and increasing complexity of learning systems." Systems Research and Behavioral Science 18, no. 6 (November 6, 2001): 505–21. http://dx.doi.org/10.1002/sres.413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Holt, JE, and DF Radcliffe. "Learning in the organizational and personal design domains." Design Studies 12, no. 3 (July 1991): 142–50. http://dx.doi.org/10.1016/0142-694x(91)90023-p.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Bond, M. Aaron, and Samantha J. Blevins. "Using Faculty Professional Development to Foster Organizational Change: a Social Learning Framework." TechTrends 64, no. 2 (December 6, 2019): 229–37. http://dx.doi.org/10.1007/s11528-019-00459-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Nicolini, Davide, and Martin B. Meznar. "The Social Construction of Organizational Learning: Conceptual and Practical Issues in the Field." Human Relations 48, no. 7 (July 1995): 727–46. http://dx.doi.org/10.1177/001872679504800701.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Torres, Rosalie T., and Hallie Preskill. "Evaluation and Organizational Learning: Past, Present, and Future." American Journal of Evaluation 22, no. 3 (September 2001): 387–95. http://dx.doi.org/10.1177/109821400102200316.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Bolda, Elise J., Jane Isaacs Lowe, George L. Maddox, and Beverly S. Patnaik. "Community Partnerships for Older Adults: A Case Study." Families in Society: The Journal of Contemporary Social Services 86, no. 3 (July 2005): 411–18. http://dx.doi.org/10.1606/1044-3894.3439.

Full text

Abstract:

Over the past several decades, federal policy has made states and communities increasingly more responsible for providing long-term care for older adults. The Community Partnerships for Older Adults, a national program of The Robert Wood Johnson Foundation, saw this as an opportunity to explore new, sustainable ways to meet current and future needs for community-based long-term care. This initiative focuses on collaborative organizational partnerships, a distinctive philosophy of teaching and learning through the exchange of experience between communities, and program learning focusing on known factors promoting organizational sustainability Using principles that emphasize the development of social capital and collective efficacy, the authors present a case study of the early experiences of this initiative to address the challenges inherent in meeting the growing supportive service needs of older adults. The implications of this multisite community intervention for social work education and practice in aging are discussed.

APA, Harvard, Vancouver, ISO, and other styles

45

Patras, Joshua, and Sihu K. Klest. "Development of a collective efficacy measure for use in social service organizations." Journal of Social Work 13, no. 1 (August 30, 2011): 96–106. http://dx.doi.org/10.1177/1468017311412034.

Full text

Abstract:

• Summary: The present study summarizes the development of a collective efficacy measure for use in social service organizations: The Collective Efficacy Measure for Social Services (CEMSS). The measure was adapted from Goddard's Collective Efficacy Scale (2002). Factorial validity was assessed for a sample of 278 respondents employed at child welfare and child psychiatric agencies across Norway. Exploratory factor analysis (EFA) was conducted with a random split-half sample of 139 respondents; the second random split-half sample ( n = 139) was tested using confirmatory factor analysis (CFA). Tests for construct validity were conducted using Teamwork, Leadership, and Organizational Culture subscales from the Readiness for Organizational Learning and Evaluation Questionnaire (ROLE; Preskill & Torres, 1999). • Findings: A six-item scale was identified in the first sample using EFA. The CFA conducted with the second sample, indicated good model fit, χ2(10) = 14.34, p = .16; CFI = .97; RMSEA = .06. Scale reliability for the entire sample was adequate (α = .74). As expected, the six-item scale was significantly correlated with Teamwork, r(250) = .34, p < .01; Leadership, r(273) = .36, p < .01; and Organizational Culture, r(276) = .41, p < .01. • Applications: The results of the analyses support the use of the CEMSS as a valid measure of collective efficacy. This measure has a variety of possible applications for organizational assessment and research in social service agencies.

APA, Harvard, Vancouver, ISO, and other styles

46

Cuel, Roberta. "A journey of learning organization in social science: interview with Silvia Gherardi." Learning Organization 27, no. 5 (August 13, 2020): 455–61. http://dx.doi.org/10.1108/tlo-02-2020-0031.

Full text

Abstract:

Purpose This paper aims to attempt to provide an overview of the valuable scientific contribution on learning organization in social science from the perspectives of Professor Silvia Gherardi and discusses the evolution of Silvia’s work over her long career. Design/methodology/approach With the collaboration of this leading scholar, Professor Silvia Gherardi, this paper investigates several topics pertaining to the debate on Learning Organization and provides a unique perspective on the development of these theories. Findings Starting from the Italian perspective, in which knowledge and learning are mainly social and cultural phenomena, the paper focuses on Professor Silvia Gherardi’s contribution to the emerging area of practice-based theorizing of knowing and learning in organizations. Originality/value In the light of different epistemological approaches and views, the discussion with Professor Silvia Gherardi reveals her practice-based perspective. She proposes a historical analysis of the evolution of the Learning Organization debate, thus providing fertile ground for both researchers and practitioners.

APA, Harvard, Vancouver, ISO, and other styles

47

Hundebøl, Nils Randlev, and Kristian H. Nielsen. "Challenges and Social Learning at the Climate Science-Policy Interface." Historical Studies in the Natural Sciences 44, no. 5 (2014): 435–69. http://dx.doi.org/10.1525/hsns.2014.44.5.435.

Full text

Abstract:

The Model Evaluation Consortium for Climate Assessment (MECCA) from 1990–95 was an international consortium involving industry partners as well as research institutions in the dual attempt to advance basic science and to impact public and industrial policy-making. Led by the Electric Power Research Institute (EPRI) and the University Corporation for Atmospheric Research (UCAR), MECCA sponsored many numerical experiments on a CRAY-YMP supercomputer dedicated to climate modeling and produced information material with particular emphasis on assessing uncertainties involved in climate modeling for a range of potential users of climate predictions. As it turned out, it was difficult to align the goals of the climate modeling community with those of the climate impacts assessment community. Modelers primarily wanted to advance state-of-the-art General Circulation Models (GCMs). Impact analysts were interested in model evaluation in order to improve confidence levels in impacts predictions. An unconventional organizational scheme in climate science, MECCA also was a “social experiment” in bringing together diverse communities and overcoming mutual skepticism. Climate scientists were skeptical about the policy-making ambitions of MECCA and about industry’s motivation for getting involved in climate science, while industry doubted whether the scientists really made efforts to direct their work toward policy-relevant research questions. MECCA taught some scientists key lessons about the interactions between science and politics, but MECCA as such provided no effective answers to some of the basic skepticisms in the climate regime and consequently failed to reduce uncertainty on climate change issues.

APA, Harvard, Vancouver, ISO, and other styles

48

Jacobs, Claus, and David Coghlan. "Sound from silence: On listening in organizational learning." Human Relations 58, no. 1 (January 2005): 115–38. http://dx.doi.org/10.1177/0018726705050938.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Basil John Thomas. "Organizational resilience of NGOs in Oman." GIS Business 14, no. 6 (January 25, 2020): 1097–117. http://dx.doi.org/10.26643/gis.v14i6.16858.

Full text

Abstract:

The paper argues for nonprofit making corporations that strive to increase resilience against economic challenges through human resource development and strategic training by involving the management in various sections of the human resource management activities. Non-governmental organizations (NGOs) operating in an open environment, depend upon external sources for funds and resources to perform robustly. Changes in external environment and internal deficiencies lead to face adverse impacts and collapse of organizations. Very few organizations manage to recover from losses, take advantage from situations and evolve stronger than before. Resilience provides strength to NGOs and help obtain positive future prospects under crisis situations. The study aims to enhance understanding of dynamics and nature of resilience of NGOs. It empirically investigates the effect of factors including transformational leadership that promotes organizational learning, management development, ethics training, systems thinking and social capital and political instability as an external factor on resilience of NGOs. Data have been collected from sample of 200 managerial level employees working in NGOs of Muscat, Oman. The research findings conclude that transformational leadership has a significant positive effect on organizational resilience; whereas, the indirect effect of transformational leadership in the presence of organizational learning as mediator is insignificant, thus exhibits insignificant mediation.

APA, Harvard, Vancouver, ISO, and other styles

50

Steiner, Michael, and Christian Hartmann. "Organizational learning in clusters: A case study on material and immaterial dimensions of cooperation." Regional Studies 40, no. 5 (July 2006): 493–506. http://dx.doi.org/10.1080/00343400600757494.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Social sciences Organizational learning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles