A Multifacet Model of Organizational Learning

Abstract

The objective of this article is to map the manyfacets of organizational learning into an integrative and parsimonious conceptual framework that can help researchers and practicioners identify, study, and introduce organizational learning to organizations. The article addresses the gap between theoryand practice of organizational learning byproviding a working definition of “productive organizational learning” and then describing the conditions under which organizations are likelyto learn. The model presented draws on scholarly organizational learning literature, practicioner accounts, and our own experiences as researchers and practitioners. It argues that learning by organization, as distinct from learning in organizations, requires the existence of organizational learning mechanisms. These mechanisms, which represent the “structural facet, ” are necessarybut not sufficient for generating productive organizational learning. The qualityof organizational learning depends on additional facets of organizational learning (cultural, psychological, policy, and contextual), which facilitate or inhibit learning and are also explored in this article.

Methods for Selecting the Best Partner Construction Enterprise in Terms of Partnering Relations

“…Another approach is the application of social network analysis by Pryke (2004). Information exchange between an enterprise and its environment is described in works by Drejer and Vinding (2006), Chan et al (2005) and Lipshitz et al (2002). Although partnering as a strategy in the construction industry is relatively new, its concept has already spread over very different and often very distant parts of the world.…”

Escala De Valores De Aprendizagem Em Organizações: Validação De Um Instrumento De Medida

“…Dentre as diversas variáveis presentes no contexto organizacional, os valores de aprendizagem configuram-se como um dos determinantes da aprendizagem em organizações (POPPER; LIPSHITZ, 1998;FRIEDMAN, 2002), uma vez que permite o compartilhamento de crenças, valores, atitudes, papéis, suposições e comportamentos de indivíduos que permitem a real aprendizagem (ARMSTRONG;FOLEY, 2003). Sendo assim, este estudo objetivou descrever o processo de validação da Escala de Valores de Aprendizagem em Organizações.…”

“…Muitos autores cunharam o termo cultura de aprendizagem com o intuito de se estudar a dimensão social da aprendizagem (POPPER; LIPSHITZ, 1998;FRIEDMAN, 2002;ARMSTRONG;FOLEY, 2003). Entretanto, parece salutar afirmar que esse termo é inapropriado, visto que cultura é um construto fluido e abrangente, composto de diversas variáveis.…”

Living on Both Sides of the Fence: A Phenomenological Study of Human Resource Development Professionals as Downsizing Survivors and Strategic Human Resource Development Facilitators

“…Lipshitz, Popper, and Friedman (2002) Structural and cultural facets. The structural facet focuses on whether or not organizational learning mechanisms are in place to allow employees to collect, process, share, use, and disseminate knowledge.…”

“…The structural facet focuses on whether or not organizational learning mechanisms are in place to allow employees to collect, process, share, use, and disseminate knowledge. The cultural facet focuses on normative behaviors within the organizational culture that facilitate productive organizational learning (Lipshitz et al, 2002(Lipshitz et al, , 2006. Organizational learning is more likely to occur in transparent cultures that promote integrity, issue orientation, inquiry, and accountability (Lipshitz et al, 2002(Lipshitz et al, , 2006.…”