The term organizational learning began to be used in 1965 with the publication of V.E. Cangelosi and W.R. Dill entitled "Organizational learning observations: Towards a theory".[1] Since then, the popularity of the term has grown dramatically and there is no agreed upon definition of it.
Organizational learning is defined as the process of creating, retaining, transferring and using knowledge within an organization. An organization can create its own knowledge, or it can acquire existing knowledge that is useful for its goals. There are different ways by which an organization can create knowledge. Nonoka[2] distinguishes four processes: socialization, combination, externalization and internalization. Socialization is the process of converting tacit knowledge into new tacit knowledge through social interactions and shared experiences. Combination is the creation of new explicit knowledge by combining, categorizing and synthesizing explicit knowledge, while internalization is creating new tacit knowledge from explicit knowledge.
The most common way to measure organizational learning is a learning curve. Learning curves are a relationship that shows how an organization produces more of a product or service, increasing its productivity, efficiency, reliability and/or quality of production with diminishing returns. Learning curves vary due to organizational learning rates. Rates of organizational learning are affected by individual competition, improvements in an organization's technology, and improvements in structures, routines, and methods of coordination.[3].
The goal of organizational learning is for human organizations to improve the effectiveness of their collective action, constantly reviewing the organization and therefore making it more responsive and efficient.
Relevance
Organizational learning occurs as a function of experience within an organization and allows the organization to remain competitive in a constantly changing environment. Organizational learning is a process improvement that can increase efficiency, accuracy, and profits. A real example of organizational learning is how a new pizza store will reduce the cost per pizza while increasing its cumulative production of pizzas.[3] As staff produce more pizza; They begin to prepare it more quickly, the staff learns to work together, and the equipment is placed in the most efficient place, which leads to lower production costs. An example of a more formal way to track and support organizational learning is a learning agenda.
Organizational learning management
Introduction
The term organizational learning began to be used in 1965 with the publication of V.E. Cangelosi and W.R. Dill entitled "Organizational learning observations: Towards a theory".[1] Since then, the popularity of the term has grown dramatically and there is no agreed upon definition of it.
Organizational learning is defined as the process of creating, retaining, transferring and using knowledge within an organization. An organization can create its own knowledge, or it can acquire existing knowledge that is useful for its goals. There are different ways by which an organization can create knowledge. Nonoka[2] distinguishes four processes: socialization, combination, externalization and internalization. Socialization is the process of converting tacit knowledge into new tacit knowledge through social interactions and shared experiences. Combination is the creation of new explicit knowledge by combining, categorizing and synthesizing explicit knowledge, while internalization is creating new tacit knowledge from explicit knowledge.
The most common way to measure organizational learning is a learning curve. Learning curves are a relationship that shows how an organization produces more of a product or service, increasing its productivity, efficiency, reliability and/or quality of production with diminishing returns. Learning curves vary due to organizational learning rates. Rates of organizational learning are affected by individual competition, improvements in an organization's technology, and improvements in structures, routines, and methods of coordination.[3].
The goal of organizational learning is for human organizations to improve the effectiveness of their collective action, constantly reviewing the organization and therefore making it more responsive and efficient.
Relevance
Organizational learning occurs as a function of experience within an organization and allows the organization to remain competitive in a constantly changing environment. Organizational learning is a process improvement that can increase efficiency, accuracy, and profits. A real example of organizational learning is how a new pizza store will reduce the cost per pizza while increasing its cumulative production of pizzas.[3] As staff produce more pizza; They begin to prepare it more quickly, the staff learns to work together, and the equipment is placed in the most efficient place, which leads to lower production costs. An example of a more formal way to track and support organizational learning is a learning agenda.
Organizational learning is an aspect of organizations and a subfield of organizational studies. As an aspect of an organization, organizational learning is the process of creating, retaining, transferring and using knowledge. Knowledge creation, knowledge retention, and knowledge transfer can be considered adaptive processes that are functions of experience.[4] Experience is knowledge that contributes to a subject's procedural understanding through involvement or exposure. Research within organizational learning applies specifically to the attributes and behavior of this knowledge and how it can produce changes in the cognition, routines and behaviors of an organization and its individuals.[5].
Individuals are predominantly considered the functional mechanisms for organizational learning by creating knowledge through experience.[6] However, individuals' knowledge only facilitates learning within the organization as a whole if it is transferred. Individuals can retain their knowledge or leave the organization. Knowledge that is institutionalized in the organization can be preserved.[7] Organizations have other mechanisms to preserve knowledge, beyond simply retaining individuals. For example, they can use knowledge repositories, communication tools, learning agendas, routines, networks and transactive memory systems.[8][9].
As a subfield, organizational learning is the study of experience, knowledge, and the effects of knowledge within an organizational context.[10] The study of organizational learning contributes directly to the applied science of knowledge management (KM) and the concept of the learning organization. Organizational learning is related to studies of organizational theory, organizational communication, organizational behavior, organizational psychology and organizational development. Organizational learning has received contributions from the fields of educational psychology, sociology, economics, anthropology, political science, and management science.[11].
References
[1] ↑ Cangelosi, y Dill, W.R. (1965). «Organizational learning observations: Towards a theory». Administrative Science Quarterly.
[2] ↑ Nonaka, I. (Vol. 5, No. 1 (Feb., 1994), pp. 14-37). «A dynamic theory of organizational knowledge creation». Organizational Science,. Consultado el 8 de marzo de 2019.: http://www.jstor.org/stable/2635068
[5] ↑ Easterby-Smith, Mark; Crossan, Mary; Nicolini, Davide (2000-09). «Organizational Learning: Debates Past, Present And Future». Journal of Management Studies (en inglés) 37 (6): 783-796. ISSN 0022-2380. doi:10.1111/1467-6486.00203. Consultado el 6 de junio de 2018.: https://onlinelibrary.wiley.com/doi/full/10.1111/1467-6486.00203
[6] ↑ Argote, Linda (1999). Organizational Learning - Creating, Retaining and Transferring Knowledge | Linda Argote | Springer (en inglés). p. 28. Consultado el 6 de junio de 2018.: https://www.springer.com/la/book/9781461452508
[8] ↑ Argote, L; Ingram, P (1 de mayo de 2000). «Knowledge Transfer: A Basis for Competitive Advantage in Firms». Organizational Behavior and Human Decision Processes (en inglés) 82 (1): 150-169. ISSN 0749-5978. doi:10.1006/obhd.2000.2893. Consultado el 6 de junio de 2018.: https://www.sciencedirect.com/science/article/pii/S0749597800928930
Organizational learning is an aspect of organizations and a subfield of organizational studies. As an aspect of an organization, organizational learning is the process of creating, retaining, transferring and using knowledge. Knowledge creation, knowledge retention, and knowledge transfer can be considered adaptive processes that are functions of experience.[4] Experience is knowledge that contributes to a subject's procedural understanding through involvement or exposure. Research within organizational learning applies specifically to the attributes and behavior of this knowledge and how it can produce changes in the cognition, routines and behaviors of an organization and its individuals.[5].
Individuals are predominantly considered the functional mechanisms for organizational learning by creating knowledge through experience.[6] However, individuals' knowledge only facilitates learning within the organization as a whole if it is transferred. Individuals can retain their knowledge or leave the organization. Knowledge that is institutionalized in the organization can be preserved.[7] Organizations have other mechanisms to preserve knowledge, beyond simply retaining individuals. For example, they can use knowledge repositories, communication tools, learning agendas, routines, networks and transactive memory systems.[8][9].
As a subfield, organizational learning is the study of experience, knowledge, and the effects of knowledge within an organizational context.[10] The study of organizational learning contributes directly to the applied science of knowledge management (KM) and the concept of the learning organization. Organizational learning is related to studies of organizational theory, organizational communication, organizational behavior, organizational psychology and organizational development. Organizational learning has received contributions from the fields of educational psychology, sociology, economics, anthropology, political science, and management science.[11].
References
[1] ↑ Cangelosi, y Dill, W.R. (1965). «Organizational learning observations: Towards a theory». Administrative Science Quarterly.
[2] ↑ Nonaka, I. (Vol. 5, No. 1 (Feb., 1994), pp. 14-37). «A dynamic theory of organizational knowledge creation». Organizational Science,. Consultado el 8 de marzo de 2019.: http://www.jstor.org/stable/2635068
[5] ↑ Easterby-Smith, Mark; Crossan, Mary; Nicolini, Davide (2000-09). «Organizational Learning: Debates Past, Present And Future». Journal of Management Studies (en inglés) 37 (6): 783-796. ISSN 0022-2380. doi:10.1111/1467-6486.00203. Consultado el 6 de junio de 2018.: https://onlinelibrary.wiley.com/doi/full/10.1111/1467-6486.00203
[6] ↑ Argote, Linda (1999). Organizational Learning - Creating, Retaining and Transferring Knowledge | Linda Argote | Springer (en inglés). p. 28. Consultado el 6 de junio de 2018.: https://www.springer.com/la/book/9781461452508
[8] ↑ Argote, L; Ingram, P (1 de mayo de 2000). «Knowledge Transfer: A Basis for Competitive Advantage in Firms». Organizational Behavior and Human Decision Processes (en inglés) 82 (1): 150-169. ISSN 0749-5978. doi:10.1006/obhd.2000.2893. Consultado el 6 de junio de 2018.: https://www.sciencedirect.com/science/article/pii/S0749597800928930