Home About us Contact
|
Home About us Contact | ||
|
|
||
Learning Organization (learning + organization)
Selected AbstractsLearning Organizations in the Public Sector?PUBLIC ADMINISTRATION REVIEW, Issue 1 2003A Study of Police Agencies Employing Information, Technology to Advance Knowledge In an attempt to reap the purported benefits that "knowledge workers" bring to organizations, many police departments have shifted to a community problem,oriented policing philosophy. Rather than focusing on enforcement and incarceration, this philosophy is based on the dissemination of information to promote a proactive, preventative approach to reduce crime and disorder. In keeping with much of the contemporary literature on the "learning organization" (sometimes called the "knowledge organization"), police departments hope to deter crime through the knowledge benefits that derive from information and its associated technologies. With goals to stimulate productivity, performance, and effectiveness, police departments across the country are employing information technology to turn police officers into problem solvers and to leverage their intellectual capital to preempt crime and neighborhood deterioration. Many public and private organizations are striving to change their operations toward this same concept of the knowledge worker. Information technology is often touted as a vehicle for capturing, tracking, sorting, and providing information to advance knowledge, thus leading to improvements in service,delivery efforts. Based on an extensive study of police departments that have attempted to implement a knowledge,worker paradigm (supported by information technology initiatives), this research explores the feasibility, effectiveness, and limitations of information and technology in promoting the learning organization in the public sector. [source] Learning organization in mainland China: empirical research on its application to Chinese state-owned enterprisesINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2004De Zhang This paper examines the applicability of the learning organization concept and its measurement in a Chinese context. Based on the theoretical framework proposed by Watkins and Marsick (1993, 1996, 1997), this paper identifies the differences in seven of the Dimensions of Learning Organization Questionnaire (DLOQ) between traditional state-owned enterprises (SOEs) versus independent listed companies and companies in service versus manufacturing industries in China. Results indicate that the Chinese version of the DLOQ demonstrated acceptable psychometric properties. Service companies exhibit better learning practices than manufacturing companies; however, the independently listed companies failed to show better learning practices than their unlisted counterparts. Implications for practice and future research are discussed. [source] The relationship between the learning organization concept and firms' financial performance: An empirical assessmentHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 1 2002Andrea D. Ellinger The concept of the learning organization has received considerable attention in the scholarly literature because superior learning processes have been heralded as a source of competitive advantage. Organizations that embrace strategies consistent with the learning organization are thought to achieve improved performance. Yet few empirical studies have examined the relationship between the learning organization concept and firms' financial performance. To assess this association, the authors obtained managerial responses to the Watkins and Marsick Dimensions of the Learning Organization Questionnaire (DLOQ©) instrument along with both perceptual and objective measures of firms' financial performance. Results suggest a positive association between the learning organization concept and firms' financial performance. The article discusses implications for research and practice. [source] The effects of learning organization culture on the practices of human knowledge-creation: an empirical research study in KoreaINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2008Ji Hoon Song This research aims to identify the influence of learning organization culture on the practices of organizational knowledge-creation. Actionable knowledge-creation practices are put forward as a variable in preference to the learning process itself because they may be more closely related to the achievement of individual and/or organizational performance improvement. Learning organization culture is defined in terms of the seven dimensions of the learning organization established by Watkins and Marsick and their questionnaire based on these dimensions is adapted for the present study. In order to measure knowledge-creation practices, the knowledge conversion theory of Nonaka and Takeuchi was applied. Confirmatory factor analysis and measurement of internal consistency analyses were used to examine the psychometric properties of the instruments. Multivariate analyses were utilized for measuring the influential relations between variables. The results indicate that the proposed structural model is a valid concept in the Korean context for the purposes of the present research. Learning organization culture shows a strong and positive impact on organizational knowledge-creation practices. Conclusions and implications are discussed. [source] The Role of the Individual , A Key to Learning in Preparedness OrganizationsJOURNAL OF CONTINGENCIES AND CRISIS MANAGEMENT, Issue 3 2008Jerry Nilsson A well functioning societal response to crises is benefited by individuals having adequate skills and knowledge. From a municipal perspective this requires the creation of a learning organization. The objective of this study is to determine whether individual municipal employees, who have the responsibility for preparedness planning, reason and act in ways that promote learning about crises and preparedness issues throughout the municipal organization. Analysis of interviews with preparedness planners in six Swedish municipalities on their strategies for preparedness planning, reveal that preparedness planning too often becomes a demarcated activity, restricted to not more than a handful of individuals. This study indicates that one reason for why the preparedness work becomes demarcated is that individuals central to the preparedness planning are not taking on roles for acting in ways that are required in order for a learning organization to be established. [source] A contextual theory of learning and the learning organizationKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 1 2005Povl Erik JensenArticle first published online: 24 JAN 200 Learning and accumulation of new knowledge in an organization always require two transformation processes: one transformation process from data to information and another from information to (new) knowledge. This is so because only information, and not knowledge, can be shared and spread among the members of the organization. This article describes these transformations processes as social processes that take place in a concrete context. The processes lead from Data,Information,Knowledge,Action,Learning,New Knowledge. But not all these processes have the same progression or produce the same kind of results. One can differentiate between single-loop, double-loop and triple-loop learning. These findings are analysed for the consequences they provide for the learning individual and the learning organization. The qualitative difference between the learning organization and other organizations is shown to be the coordination and cooperation that the individuals perform in a close working relationship. Against this background achievements and shortcomings of attempts to become a learning organization are summarized. Copyright © 2005 John Wiley & Sons, Ltd. [source] Schooling as a Knowledge System: Lessons from Cramim Experimental SchoolMIND, BRAIN, AND EDUCATION, Issue 1 2010David Chen This article describes an experiment utilizing a research and development strategy to design and implement an innovative school for the future. The development of Cramim Elementary School was a joint effort of researchers from Tel-Aviv University and the staff of the school. The design stage involved constructing a new theoretical framework that defined school as a knowledge system, based on the state of the art, interdisciplinary study of the nature of humans, and the nature of knowledge. A new school design emerged based on this theoretical framework and the school was opened in 1995. Action research followed for 8 years and the results indicated that the school has emerged as a learning organization and successfully integrated knowledge technologies into the learning processes of both students and teachers. Differentiated teaching strategy resulted in a significant increase in achievements (+11% in maths, literacy, and science; +10% in literacy in kindergarten; persistence of higher achievement in junior high schools). The greatest beneficiaries were low-achieving students. As the school is a highly complex system, individual variables contributing to the increased effectiveness could not be isolated. The article's conclusion is that experimental schools are a productive strategy to bring about changes, but unless these schools are part and parcel of the culture of the mainstream education system culture, they are destined to remain isolated cases. [source] Organizational learning communities and the dark side of the learning organizationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 95 2002Phillip H. Owenby This chapter explores some aspects of learning communities in organizations, with a special focus on manager-employee power relationships and the challenges of establishing learning organizations in traditional hierarchical organizations. [source] Community service as learningNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 131 2005Jodi L. Anderson This chapter uses the conceptual framework of a learning organization to make a case for how a theory might enrich organizational practice in the field of higher education. [source] Learning Organizations in the Public Sector?PUBLIC ADMINISTRATION REVIEW, Issue 1 2003A Study of Police Agencies Employing Information, Technology to Advance Knowledge In an attempt to reap the purported benefits that "knowledge workers" bring to organizations, many police departments have shifted to a community problem,oriented policing philosophy. Rather than focusing on enforcement and incarceration, this philosophy is based on the dissemination of information to promote a proactive, preventative approach to reduce crime and disorder. In keeping with much of the contemporary literature on the "learning organization" (sometimes called the "knowledge organization"), police departments hope to deter crime through the knowledge benefits that derive from information and its associated technologies. With goals to stimulate productivity, performance, and effectiveness, police departments across the country are employing information technology to turn police officers into problem solvers and to leverage their intellectual capital to preempt crime and neighborhood deterioration. Many public and private organizations are striving to change their operations toward this same concept of the knowledge worker. Information technology is often touted as a vehicle for capturing, tracking, sorting, and providing information to advance knowledge, thus leading to improvements in service,delivery efforts. Based on an extensive study of police departments that have attempted to implement a knowledge,worker paradigm (supported by information technology initiatives), this research explores the feasibility, effectiveness, and limitations of information and technology in promoting the learning organization in the public sector. [source] Continuing education meets the learning organization: The challenge of a systems approach to patient safetyTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2000John M. Eisenberg MD Director Abstract Since the release of the report of the Institute of Medicine on medical errors and patient safety in November 1999, health policy makers and health care leaders in several nations have sought solutions that will improve the safety of health care. This attention to patient safety has highlighted the importance of a learning approach and a systems approach to quality measurement and improvement. Balanced with the need for public disclosure of performance, confidential reporting with feedback is one of the prime ways that nations such as the United States, Canada, the United Kingdom, and Australia have approached this challenge. In the United States, the Quality Interagency Coordination Task Force has convened federal agencies that are involved in health care quality improvement for a coordinated initiative. Based on an investment in a strong research foundation in health care quality measurement and improvement, there are eight key lessons for continuing education if it is to parlay the interest in patient safety into enhanced continuing education and quality improvement in learning health care systems. The themes for these lessons are (1) informatics for information, (2) guidelines as learning tools, (3) learning from opinion leaders, (4) learning from the patient, (5) decision support systems, (6) the team learning together, (7) learning organizations, and (8) just-in-time and point-of-care delivery. [source] Organizational learning communities and the dark side of the learning organizationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 95 2002Phillip H. Owenby This chapter explores some aspects of learning communities in organizations, with a special focus on manager-employee power relationships and the challenges of establishing learning organizations in traditional hierarchical organizations. [source] Continuing education meets the learning organization: The challenge of a systems approach to patient safetyTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2000John M. Eisenberg MD Director Abstract Since the release of the report of the Institute of Medicine on medical errors and patient safety in November 1999, health policy makers and health care leaders in several nations have sought solutions that will improve the safety of health care. This attention to patient safety has highlighted the importance of a learning approach and a systems approach to quality measurement and improvement. Balanced with the need for public disclosure of performance, confidential reporting with feedback is one of the prime ways that nations such as the United States, Canada, the United Kingdom, and Australia have approached this challenge. In the United States, the Quality Interagency Coordination Task Force has convened federal agencies that are involved in health care quality improvement for a coordinated initiative. Based on an investment in a strong research foundation in health care quality measurement and improvement, there are eight key lessons for continuing education if it is to parlay the interest in patient safety into enhanced continuing education and quality improvement in learning health care systems. The themes for these lessons are (1) informatics for information, (2) guidelines as learning tools, (3) learning from opinion leaders, (4) learning from the patient, (5) decision support systems, (6) the team learning together, (7) learning organizations, and (8) just-in-time and point-of-care delivery. [source] | |||||||||||||