Dissemination of tacit knowledge remains the focus of CoP. It should thus be ensured that virtual worlds, action learning, and/or research and development units are considered in organizations striving to become learning organizations. In the early days of the Internet, it was said that the World Wide Web was the globe’s greatest library—only that all the books were on the floor. The workshop “makes project team members share and understand one another’s perspectives” (Birk et al., 2002, p. 44) and—accompanied by written reports—facilitates the transfer of knowledge within organizational boundaries. Organizational Learning must be available as a primary source in the organization in order to perform knowledge sharing within the organization on a large scale. These systematic approaches offer practical guidance on OL implementation but lack evaluability and comparability. Externalizing thus can also be considered “group learning” and takes shape formally, such as through meetings or project groups, and informally, for instance through storytelling (Sims, 1999). For instance, small organizations might not benefit from implementing the experience factory. CoP are also central for enabling OL because they offer linkages to many other approaches. Project teams report their experiences and relevant documents throughout the course of projects. Organizations struggle to implement practical approaches due to the lack of concrete prescriptions. 1978 " Organizational Learning : A Theory of actionperspective, readiug Similarly, support can be fostered for learning from others if virtual worlds are established on an interorganizational level. learning. Organizations can use our mapping to design a comprehensive set of approaches while aligning them to organizational cultures and processes. The implications to knowledge management are three-fold: Senge (1990) argues that often it is failure that provides the richest learning experience, which is something that organizations need to understand and use more effectively. It is a FundingThe author(s) received no financial support for the research, authorship, and/or publication of this article. Organizations struggle to implement practical approaches due to the lack of concrete prescriptions. In addition to the ability to capture and transfer knowledge, information technology can enable OL when establishing virtual worlds. This approach includes both coaching and mentoring. Rather, we aim to cover a representative set of theories in the OL domain. For more information view the SAGE Journals Article Sharing page. As the identified approaches are well distributed across the people, process, and technology categories, we suggest combining these approaches, using at least one from each category. This occurs when positive or negative results are associated with the wrong actions. The matching of practice and theory in these studies provides guidance concerning OL implementation. View or download all the content the society has access to. As it is unlikely that each approach will have the same impact on learning effectiveness or efficiency in every organization, we suggest that OL research should integrate the contingency perspective when evaluating the effectiveness of various approaches. Garvin’s (1993) work was one of the first to coin the concept of a learning organization. We found articles discussing a single approach as well as those that provide an overview of several approaches. The opposite is true for failure. but also new knowledge is generated and applied” (Mueller et al., 2011, p. 495). Find out about Lean Library here, If you have access to journal via a society or associations, read the instructions below. For instance, job rotations typically require high engagement of behalf of the rotating employees. Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. A ‘No Blame’ Approach to Organizational Learning Bernardino Provera, Andrea Montefusco1 and Anna Canato2 General Electric Healthcare, Dubai, UAE, 1Bocconi University, SDA Bocconi School of Management, via Bocconi 8, 20136, Milano, Italy, and 2IE´SEG School of Management Lille-Paris, Socle de la Grande Arche 1, Parvis de La Defe´nse, 92044 La Defe´nse, France In particular, postmortem evaluations, cross-functional teams, and a CKO are approaches that can change organizational values due to continuous knowledge gathering and sharing (the former two approaches) or as the central role in top management (the latter). Because knowledge brokers determine “what people in other offices do and who knows what” (Teodorescu, 2006, p. 82), they create mental maps about knowledge resources (Teodorescu, 2006) comparable with databases about employee experiences (learning from past experience). Due to its importance, we will further discuss below the role of the CKO in improving the depth of OL. Levitt and March (1996) also discuss superstitious learning. A feedback loop exists “which connects the detection of error not only to strategies and assumptions of effective performance but [also] to the values and norms that define effective performance” (Argyris & Schön, 1996, p. 23). Such approaches can be found in the organizational learning (OL) discipline (Crossan, Lane, & White, 1999; Schneider, von Hunnius, & Basili, 2002). The latter addresses systematic approaches (e.g., knowledge repositories, postmortem evaluations) organizations apply to enable OL (e.g., Birk, Dingsøyr, & Stålhane, 2002; Desouza, 2003; Dingsøyr, 2005; García, Amescua, Sánchez, & Bermón, 2011; Garud & Kumaraswamy, 2005). As reflections of experiences can be perceived as time-consuming and because managers are indifferent or react to failures in a hostile way, learning should occur as a result of careful planning rather than chance. CoP probably represent the most powerful approach to support OL due to their broad coverage of the three OL theories. We relied on a double extraction process (Tranfield et al., 2003) in which both authors independently read the identified publications to determine text passages which described the design, purpose, and applicability of the OL approaches and noted them down as codings. Organizational Transformation and Learning: A Cybernetic Approach to Management @inproceedings{Espejo1996OrganizationalTA, title={Organizational Transformation and Learning: A Cybernetic Approach to Management}, author={R. Espejo}, year={1996} } Use learning approach to reach their goals. This process in turn leads to single-loop learning. We synthesized 18 OL approaches across three domains: people … In addition, the aggregation of these approaches helps to identify common ground among different approaches. We used the aforementioned information sources (see “Data Collection”) and additionally performed backward and forward searches (Levy & Ellis, 2006; Webster & Watson, 2002). Experimentation is the systematic search for and testing of new knowledge (e.g., through a research and development unit). Researchers can support organizations by identifying contingencies (Donaldson, 2001), that is, the most appropriate approaches for diverse organizational structures and cultures. Research and development can support externalization if newly developed knowledge is, for instance, transferred into research reports. . . B. Second, knowledge and learning culture in organizations is decisive for the effectiveness of implementing OL approaches. OL itself requires organizations and their individuals to adapt their processes. Table 5 shows the technological OL approaches offers a description and provides a list of the most important references according to our research. We continue previous research that is based on the idea of combining the theoretical and practical paths by matching the characteristic of the approaches to selected competences suggested in OL theories (e.g., Basten, Michalik, & Yigit, 2015; Dingsøyr, 2005; Hoegl & Schulze, 2005; Wu, Gordon, & Fan, 2010). The potential implications concerning the combined use of these approaches to move toward the ideal of a learning organization (Garvin et al., 2008) are hypothetical and need to be evaluated. Sharing links are not available for this article. Moreover, these virtual environments consider the social aspects of knowledge processes (Mueller et al., 2011). The next two sub-sections will organizational learning theory from these two perspectives. Manuscript content on this site is licensed under Creative Commons Licenses. Notes. 649-650) and “manipulate knowledge before transferring it from one context to another” (Cillo, 2005, pp. Access to society journal content varies across our titles. We synthesized 18 OL approaches across three domains: people (seven approaches), processes (nine), and technologies (two). Here, postmortem evaluations represent a useful approach. As we used categories of people, processes, and technology that are commonly referred to in the OL and KM context (Bhatt, 2001; Mehta, Oswald, & Mehta, 2007), we excluded approaches that did not fit any of the categories. A moderate level of diversity with respect to abilities, cognitions and attitudes at the team level will enhance team learning, whereas to foster organizational learning, a higher amount of diversity is desirable (see Fig. The aim of learning is not only enhancing employee's knowledge and skills but also developing and growth of the organization and building flexible dynamic learning organization. Other researchers base it on the number of patents an organization has. Despite agreement that it concerns internal adaptation triggered by external challenges and competitive environmental pressures, “the concept of [OL] seems to be [either] ill-defined or theoretical confusion and disorder” (Wu & Chen, 2014, p. 1148). As for knowledge brokers also help “ communities to understand the learning process of knowledge ( e.g. a. 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