Knowledge Management Integrating Organizational Learning in a Military Context: The 3M Model

Costa, Viviane Cunha Farias da; Oliveira, João A.B.P.; Souza, Jano

doi:10.18848/1447-9524/cgp/v09i01/50718

Cited by 2 publications

(2 citation statements)

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“…This theme is represented by the following words: explicit knowledge, tacit knowledge, knowledge processes (including knowledge creation, knowledge sharing, knowledge socialization and knowledge transfer), knowledge system, organizational knowledge, knowledge intensive organization and the work knowledge management-KM. In general, the majority of the studies on this topic are those that directly approach knowledge management in relation to OL in a conceptual way (for example, Pun and Nathai-Balkissoon, 2011) or from empirical studies (Farias et al, 2009) and/or LO (Pun and Nathai-Balkissoon, 2011;Newman and Newman, 2015); and those papers that link learning to knowledge creation (Gil and Carrillo, 2013;Vargas et al, 2016), knowledge sharing (Aizpurua et al, 2011) and organizational knowledge (Loss et al, 2010). There are also studies that use a learning perspective as one of the dimensions considered in the implementation diagnosis of a KM program (Ribeiro and Stano, 2010) or specifically focus on "knowledge intensive organization" (Schardosim et al, 2017).…”

Section: Organizational Learning In Latinmentioning

confidence: 99%

State of the organizational learning field in Latin America and the Caribbean

Santos

Steil

Delgado-Hernández

2020

TLO

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Purpose The purpose of this paper is to summarize the main methods and themes used on organizational learning (OL) and learning organization (LO) research in Latin American and the Caribbean. Design/methodology/approach A literature review was conducted by means of a broad and systematic strategy to locating, selecting and analyzing papers on OL/LO, written in different languages (English, Portuguese and Spanish). Systematic searches were carried out at the two databases (Web of Science’s Social Sciences Citation Index and Scopus), and 15 specific Latin American and Caribbean journals were identified as data sources for the review. A thematic analysis was carried out using NVivo and cluster analysis. Findings In all 79 papers published between 2000 and 2017 were included in the synthesis and results: 18 are theoretical papers and literature reviews and 61 are empirical papers (30 qualitative, 24 quantitative and 7 multiple methods). These empirical papers revealed the study of the OL/LO concepts in organizations located mainly in Brazil, Venezuela, Chile, Colombia, El Salvador, Mexico and Costa Rica. Five topics represent the main themes addressed on OL/LO studies in Latin America and the Caribbean and are avenues for future research in the field: (i) knowledge and KM (i.e. knowledge management), (ii) culture and leadership, (iii) innovation and improvement, (iv) learning (for example, learning process, learning styles), and (v) entrepreneurship and sustainability. Originality/value This paper provides a summary of the research methods and themes used in the OL/LO field in Latin America and the Caribbean, suggesting insights for future research.

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Section: Organizational Learning In Latinmentioning

confidence: 99%

State of the organizational learning field in Latin America and the Caribbean

Santos

Steil

Delgado-Hernández

2020

TLO

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“…In this dimension of application, the registration and the representation of knowledge collaborate for the purpose of organizational performance, as presented by Farias, Oliveira and Souza (2009), which use ontology, in order to identify, share and present the Different knowledge of the stakeholders. Allaho and Lee (2014) also discuss the application of knowledge aided by a system of recommendation In dimension (d) "Analyze", there is an explanation of the connections between ideas, because a "collapse" of communication in its constituent elements or parts for a general purpose (Krathwohl, 2002) occurs.…”

Section: Purpose Technologies Authorsmentioning

confidence: 99%

Purpose of the use of technologies in the contemporary models of Corporate University

Silva¹,

Dandolini²,

Freire³

et al. 2018

Int J Innov Educ Res

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This paper aims to identify the purpose of the use of technologies in the contemporary models of corporate university: Stakeholder University (SU) and Networked Corporate University (NCU). To accomplish it, we carried out a systematic search in the main electronic bases of scientific documents, categorizing the studies by means of the revised Bloom's Taxonomy. This search enabled to distinguish the purpose of the use of technologies in corporate universities, such as the purpose of integration between different stakeholders in relation to knowledge. The research highlights the Corporate University in addition to an environment of education; but an area of innovation in which the integration of stakeholders, university and organization constitutes an important interaction and sharing networks. By identifying the technological characteristics and tools, it points out new approaches of technological integration in the mediation between stakeholders in order to promote networked learning. That is, to remember, understand, apply, analyze, evaluate, and create (Bloom's Taxonomy), but, especially, to generate value from these relationships. The conclusion is that the distance education technologies, the knowledge media, and the engineering and knowledge management tools arise as enablers of the purpose of creating technologies to generate shared knowledge and stakeholder interaction, according to the models of SU and NCU.

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Knowledge Management Integrating Organizational Learning in a Military Context: The 3M Model

Cited by 2 publications

References 0 publications

State of the organizational learning field in Latin America and the Caribbean

State of the organizational learning field in Latin America and the Caribbean

Purpose of the use of technologies in the contemporary models of Corporate University

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