A methodological approach to supporting organizational learning

Mulholland, Paul; Zdráhal, Zdeněk; Domingue, John; Hatala, Marek; Bernardi, Ansgar

doi:10.1006/ijhc.2001.0494

Cited by 17 publications

(8 citation statements)

References 13 publications

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“…Organizational learning is defined as that all of the members in an organization dedicated to learning and sharing with each other the experience generated by themselves or the organization when performing their functions. This improves their personal or organizational behavior [28]- [30], so as to enable employees to achieve the entire organizational learning by self transcendence or team learning [31]. Therefore, in order to achieve the shared vision, it is necessary to inspire employees' competence and specialty to gather the organization members' competence and common agreement and to work hard for the organization's permanent objectives through the teamwork learning mechanism and sharing of resources among the organization members [32].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Hospital Accreditation System: Perspective of Organizational Learning

Yan¹,

Kung²

2015

Health

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Objectives: Organizational learning is used to being a very important topic about hospital management and even is identified as the source of a hospital's competitive strength. The study tries to explore the correlation between organizational learning and hospital accreditation awareness from the medical institution operation management's point of view. Methods: We designed the questionnaire based on the cross-section survey, which included a total of 498 hospitals throughout Taiwan as the subjects (1922 copies of questionnaire were distributed, 4 copies per hospital). As a result, 306 returned the questionnaire (995 copies of valid questionnaire), a valid response rate was 49.94%. Then, we conducted the multiple regression analysis. Results: The factors critical to the operations management accreditation awareness include age, hospital ownership, hospital lever and team learning (p < 0.001). The factors critical to the medical care accreditation awareness include age, education level and team learning (p < 0.001). The team learning will produce positive effect to the hospital accreditation awareness. Conclusions: The organizational continuous learning may enhance the team learning through hospital accreditation operations to ensure that the medical treatment system may provide safe, valid and reliable healthcare and found the hospitals' competitive strength.

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Section: Introductionmentioning

confidence: 99%

The Impact of Hospital Accreditation System: Perspective of Organizational Learning

Yan¹,

Kung²

2015

Health

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“…However, congruent with our previous discussion, we take a pluralistic view of OL, because doing so opens up new possibilities for approaching the rather complex topic (Huber 1991). Mulholland, et al (2001) describe OL as an interactive process between workers who "…among other things, share stories, offer advice, adapt to new tools, and copy the behaviour of respected colleagues" (p. 337). Huber (1991) on the other hand, argues that not all learning leads to a change in behaviour, but that sometimes there is merely a change in the cognitive map or understanding of the individual, which increases the range of an entity's potential behaviour and thus the potential effectiveness.…”

Section: Conceptualizing Organizational Learningmentioning

confidence: 52%

Measuring the impact of communities of practice: a conceptual model

Ropes

2011

IJLIC

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The impact communities of practice (CoPs) make can be understood in several different ways, depending on which theoretical perspective is used. For example, CoPs have been studied from a learning-theory perspective, from organizational development theory, and from a small-group theory. To understand the effects of participating in a CoP on individuals, groups or the organization in which they function, we could use traditional learning theory, organizational learning theory, information-processing theory or small-group process theory, etc. Or we could look at the internal processes of CoPs; the output they generate, or employ a synthesized view. CoPs can also be seen as impacting different actors in the organization in which they operate; individuals, groups or the whole organization. This means, for example, that we could look at CoPs from an organizational learning perspective to see how CoPs impact strategy development or renewal. At the level of the group, we could look at how CoPs lead to increased group performance and how that in turn leads to a higher output of knowledge products. And as learning is one of the key processes in a CoP, an important aspect of we need to study is how the individual learns, as well as what the individual learns. The complexity of impact a CoP can have on the diverse actors requires a pluralistic and multiperspective approach. However, a review of the literature showed no comprehensive model that neither integrates these different levels of impact nor employs multiple theoretical perspectives. Furthermore, most models of measurement or assessment use traditional types of output measurement, such as ROI, or anecdotal evidence that the CoP has improved organizational capability. Much like any human resource development initiative-which is the perspective of CoPs we take in this paper-there has been no real attempt to develop measures for assessing impact. We try to fill this gap by presenting a comprehensive, multidisciplinary, conceptual model that approaches measuring certain aspects a CoP has on individuals, groups and organizations.

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“…Here, DR becomes a by-product rather than co-product of design (Louridas and Loucopoulos, 2000). Within a knowledge management context, Mulholland et al (2001) provided support for planning and maintenance activities incorporating collaboration support tools. This integrated support was used to capture knowledge concurrently, therefore reducing additional burdens for the workers involved.…”

Section: Article In Pressmentioning

confidence: 99%