Organizational learning is the result of knowledge
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journal article Organizational Learning: From Experience to KnowledgeOrganization Science Vol. 22, No. 5, New Perspectives in Organization Science (September-October 2011) , pp. 1123-1137 (15 pages) Published By: INFORMS https://www.jstor.org/stable/41303106 Read and download Log in through your school or library Purchase article $30.00 - Download now and later Abstract Organizational learning has been an important topic for the journal Organization Science and for the field. We provide a theoretical framework for analyzing organizational learning. According to the framework, organizational experience interacts with the context to create knowledge. The context is conceived as having both a latent component and an active component through which learning occurs. We also discuss current and emerging research themes related to components of our framework. Promising future research directions are identified. We hope that our perspective will stimulate future work on organizational learning and knowledge. Journal Information This unique journal scans the globe for new research that draws upon multiple disciplines or levels of analysis: achieves genuine integration of theory, data, and managment applications; and improves organizational functioning. Artificial Intelligence Communications Theory Economics History Hypercompetition Information Science Organization theory Political Science Psychology Strategic Management Systems Theory Publisher Information With over 12,500 members from around the globe, INFORMS is the leading international association for professionals in operations research and analytics. INFORMS promotes best practices and advances in operations research, management science, and analytics to improve operational processes, decision-making, and outcomes through an array of highly-cited publications, conferences, competitions, networking communities, and professional development services. Rights & Usage This item is part of a JSTOR Collection. Introducing Organizational LearningLearning is the way we create new knowledge and improve ourselves. Although there is ample debate regarding the mechanisms and scope of learning, in its simplest form this is no different for organizations. Botha et al. describe the organizational learning process as follows: As one can see organizational learning is based on applying knowledge for a purpose and learning from the process and from the outcome. Brown and Duguid (1991) describe organisational learning as "the bridge between working and innovating." This once again links learning to action, but it also implies useful improvement. The implications to knowledge management are three-fold:
Organizational Learning PitfallsSenge (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. He criticizes the way we reward success and look down upon failure as something that can be detrimental to the long term health of the organization. Levitt and March (1996) further argue that success is ambiguous and depends on how it is interpreted. This interpretation may not only vary significantly between different groups within the organization, but may change over time as success indicators and levels of aspiration change. Levitt and March (1996) also discuss superstitious learning. This occurs when positive or negative results are associated with the wrong actions. Success and failure can both generate superstitious learning. If a firm does well, the routines that they followed are linked to this success and are subsequently reinforced. The opposite is true for failure. In such cases, the organization thinks that it has learned when in fact it has not. Real organizational learning would have resulted from the examination of the information generated from their actions rather than from relatively arbitrary success or failure criteria. Different Approaches to Organizational LearningGenerally speaking, there are two approaches to organisational learning. The first view looks at the firm as a whole and s learning from a cognitive perspective. In a way, the firm is treated like a large brain composed of the individual members of the organization. The second view looks at learning as community based, where the firm's practitioners create knowledge in their own networks called communities of practice (Lave & Wenger 1991). These views should be seen as complementary rather than contradictory. The next two sub-sections will organizational learning theory from these two perspectives. 2010 Why is organizational learning important for knowledge?Organizational learning allows a business's employees to continue to advance their professional growth and development individually and as a team. Business leaders can use it to ensure that, as their company improves, they're developing a broad range of knowledge and information for their organization.
What is meant by organizational learning?Organizational learning is the process of creating, retaining, and transferring knowledge within an organization. An organization improves over time as it gains experience. From this experience, it is able to create knowledge. This knowledge is broad, covering any topic that could better an organization.
What does organizational knowledge mean?organizational knowledge. noun [ U ] HR, WORKPLACE, MANAGEMENT ( UK also organisational knowledge) us. the different knowledge and skills that the employees of a large company or organization have, and how these can be used and shared to make the organization more effective.
Is organizational learning being absorbed by Knowledge Management?We conclude that OL has been gradually absorbed within KM.
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