Organizational learning is the ability of an organization to gain insight and understanding from experience through experimentation, observation, analysis, and a willingness to examine successes and failures. There are two key notions: organizations learn through individuals who act as agents for them; at the same time, individual learning in organizations is facilitated or constrained by its learning system.
Uploaded by celcius233 on 12/14/2009
Digital publication details: 6 pages.
This paper seeks to address organizational learning and the process by which an organization acquires its knowledge necessary to survive and compete in its environment.
Uploaded by kedisajohnson on 05/29/2010
Digital publication details: 8 pages.
People gain knowledge if they learn from experience. Learning is thus a vital component of knowledge management and its ultimate end. Collective learning comes from participating in the social processes of collaboration, sharing knowledge, and building on one another’s ideas. This Knowledge Primer lays emphasis on core knowledge activities; recommends a knowledge management architecture; distinguishes single-, double-, and triple-loop learning; particularizes motivations behind knowledge management efforts; and flags cultural roadblocks to knowledge management success.
Uploaded by celcius233 on 06/30/2012
Digital publication details: 19 pages.
It is a given that organizational change affects people. It is people, not processes or technology, who embrace or not a situation and carry out or neglect corresponding actions. People will help build what they create.
Uploaded by celcius233 on 12/14/2010
Digital publication details: 5 pages.
The Proceedings of International e-Learning Conference 2012 (IEC2012) “Smart Innovations in Education and Lifelong Learning” June 14-15, 2012 IMPACT, Muang Thong Thani, Thailand
Uploaded by shirleypoonsri on 06/12/2012
Digital publication details: 335 pages.
In the last few years several theoretical models of organizational learning have been developed from the perspective of diverse disciplines. One of the most influential models is that of Crossan, Lane and White (1999), who believe that organizational learning occurs through four processes (intuiting, interpreting, integrating and institutionalizing) and in two ways: from the individual to the organization (feed forward) and from the organization to the individual (feedback). This model, however, attributes to intuiting (defined by the authors as "the preconscious recognition of the pattern andor possibilities inherent in a personal stream of experience" p. 525) the whole explanation for individual learning, ignoring the influence of conscious learning processes. Zietsma, Winn, Branzei and Vertinsky (2002) introduce two modifications to the model: the process of attending and the process of experimenting. The value of their proposal lies in the recognition of the influence of a...
Uploaded by academic-conferences.org on 01/29/2008
Digital publication details: 10 pages.
The rapidly changing–and, at times, excessively complex–nature of development work demands diverse competences from aid agencies such as ADB. The learning challenges these present require the ability to work more reflectively in a turbulent practice environment. This publication broadly defines a learning organization as a collective undertaking, rooted in action, that builds and improves its own practice by consciously and continually devising and developing the means to draw learning from its own (and others') experience. It identifies the 10 challenges that ADB must overcome to develop as a learning organization and specifies practicable next steps to conquer each. It can help deliver the increased development effectiveness that Strategy 2020, ADB's long-term strategic framework for 2008–2020, seeks.
Uploaded by celcius233 on 03/30/2009
Digital publication details: 83 pages.
Knowledge Solutions are handy, quick reference guides to tools, methods, and approaches that propel development forward and enhance its effects. This second compendium gathers 90 articles. They fit in five comprehensive areas: (i) strategy development, (ii) management techniques, (iii) collaboration mechanisms, (iv) knowledge sharing and learning, and (v) knowledge capture and storage. This book will appeal to the development community and people interested in knowledge management and learning.
Uploaded by celcius233 on 12/30/2010
Digital publication details: 425 pages.
The construction of knowledge is rarely examined and there has been a dire absence of work to find out what helps or hinders the transfer of knowledge through evaluation studies. This publication brings to light the contribution that knowledge audits can make to organizational learning and organizational health, notwithstanding the psychological and social barriers that organizational culture can throw up. With deserved emphasis on the organizational context for learning, this booklet shows with a real-life example how knowledge audits open opportunities in strategy development, management techniques, collaboration mechanisms, knowledge sharing and learning, and knowledge capture and storage. The knowledge audit methodology described in the booklet can support systematic identification and analysis of knowledge needs, products and services, flows, uses, users, and gaps from the perspective of learning lessons, necessary to tie in with the department’s audiences.
Uploaded by celcius233 on 02/27/2008
Digital publication details: 85 pages.
Little is known about how governments learn best or what exactly makes them change their behavior in a targeted way. Governments consist of thousands of state officials and numerous institutional units—the executive branch, parliaments, the judiciary, and the civil service—which function under unique political conditions and environments.
Uploaded by world.bank.publications on 07/07/2010
Digital publication details: 206 pages.