Learning in organization

Abstract

Purpose – This study aims at identifying the presence of the dimensions of learning capabilities and the characteristics of a learning organization within two companies in the field of services, as well as identifying the relationships between their learning capability and the organizational culture. Design/methodology/approach – This has been a transversal study on a convenience sample of 64 employees from two companies. The questionnaires’ purpose was to identify and assess organizational learning capability, dimensions of the learning organization and the role of organizational culture. Findings – The results showed a better represented capability of organizational learning and a more evident presence of the dimensions that characterize a learning organization within a private company. Also, the type of organization is a moderator for the relationship between the hierarchical culture and adhocracy on one hand and the dimension of experimenting organizational learning on the other hand, but also between the market culture and dialogue dimension. Research limitations/implications – The reduced dimension and the structure of the sample or using certain self-report-type questionnaires represent some of the limits of this study. Practical implications – The results highlight the way the type of organization and the organizational cultures influence the factors that facilitate learning. Knowing this allows the specific intervention upon those factors that can contribute to the increase of the organizational learning capabilities. Originality/value – The study depicts the factors that make a difference on the learning and action level of the organizational culture in two different organizational realities: a public one with local top management and a private one with foreign top management.

Assessing a learning organization model: A teacher’s perspective

“…The LO has special significance in schools because an educational context becomes a place for training and innovation, where learning processes are performed that result in significant changes for the organization. In addition, a LO is seen as an effective organization in creating, acquiring and transforming knowledge (Davis and Lopuch, 2016), especially through the development of a culture that promotes confidence and shared values (Chu, 2016;Palos and Stancovici, 2016). In the words of Berkowitz et al (2013: 138), 'schools functioning as learning organizations have the capacity to use knowledge to successfully plan, implement, and evaluate strategies to achieve performance goals for individual students and the school as a whole'.…”

How types of organizational culture and technological capabilities contribute to organizational learning

“…Further research is required to examine the effects of other types of culture on organizational learning. Meanwhile and as only a few studies have empirically examined the association between organizational culture and organizational learning, the observations provide support and evidence of practical value for continuing relevant developments in this direction (Lindquist and Marcy, 2016;Palos and Stancovici, 2016). The addressed gap in the knowledge base can be further addressed through more targeted research.…”

Digitalization in practice: the fifth discipline advantage

“…Recent studies suggest that learning organizations could be found across different cultures (Kim and Marsick, 2013;Voolaid and Ehrlich, 2017). These organizations span across many industries such as manufacturing and services (Deli c et al, 2017;Palos and Stancovici, 2016) and health (Akhnif et al, 2017;Kumar et al, 2016). Systems thinking is often used to better understand how stakeholders are constantly responding to changes and interacting with each other in a dynamic health system (Rusoja et al, 2018).…”