Organizational Learning: Diverging Communities of Practice?

Easterby‐Smith, Mark; Snell, Robin Stanley; Gherardi, Silvia

doi:10.1177/1350507698293001

Cited by 212 publications

(155 citation statements)

References 38 publications

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“…There are now several reviews of the literature of organizational learning (see Argyris and Schon 1996;Crossan and Guatto 1996;Miller 1996;Vince 1996;Huber 1991;Dodgson 1993;Easterby-Smith 1997;Easterby-Smith et al 1998) and an increasing number of papers on the subject (Crossan and Guatto 1996), representing the continuing interest in this concept from both academics and practitioners. EasterbySmith (1997) argues that there is as yet no consistent theory of organizational learning, but rather a range of 'disciplines' covering different academic areas.…”

Section: Introductionmentioning

confidence: 99%

Power and emotion in organizational learning

2001

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This paper addresses an aspect of organizational learning that has not been extensively developed -the impact of emotion on organizational learning. The study of emotion in organizations is seen as an important part of the development of organizational learning. The paper argues that attention to the emotional dynamics of organizing, and to the links between emotion and organizational politics, will increase the possibilities for understanding organizational learning. Awareness of the impact of emotion on organizational learning can be developed through an investigation of two areas. First, organizational learning is more than a product of organizational responses to individual learning. Emotion contributes to a broader understanding of systemic learning. Second, emotion is important to strategic aspects of organizational learning. There is a link between the emotional and the political within organizations. The paper contains a discussion of these themes using brief case examples to illustrate and develop the issues.

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Section: Introductionmentioning

confidence: 99%

Power and emotion in organizational learning

2001

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“…Nessa vertente, a compreensão da aprendizagem migra de uma ênfase meramente cognitiva para uma perspectiva sócio-laboral. Em outras palavras, para tal abordagem, a aprendizagem se dá não somente na mente das pessoas, mas, fundamentalmente, nas relações sociais entre os indivíduos engajados numa prá-tica por meio da qual intercambiam experiências, conhecimentos e significados (EASTERBY-SMITH, SNELL e GHERARDI, 1998;GHERARDI, 1999;EASTERBY-SMITH, CROSSAN e NICOLINI, 2000). Assim, privilegia-se a transmissão integral do conhecimento em sua dupla natureza: explícita e tácita.…”

Section: Jader C Souza-silva and Paula Chies Schommerunclassified

A pesquisa em comunidades de prática: panorama atual e perspectivas futuras

Souza-Silva

Schommer²

2008

Organ. Soc.

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RESUMOum contexto de crescente interesse pela temática da aprendizagem organizacional, percebe-se que há espaço para novas compreensões sobre esse fenômeno. Dentre as diferentes perspectivas para melhor compreender a aprendizagem organizacional, uma delas tem alcançado posição de destaque. Trata-se da abordagem sócio-práti-ca. Nessa vertente, emerge a noção de comunidade de prática, que vem sendo considerada um fecundo contexto para a promoção da aprendizagem organizacional. Contudo, a literatura sobre tal noção, no Brasil, ainda mostra-se frágil e incipiente. Assim, este trabalho busca traçar um retrato do estado da arte relativo ao conceito de comunidades de prática, no país, propondo elementos para o desenho de uma agenda de pesquisa, em diferentes perspectivas temáticas e metodológicas.ABSTRACT n this current context of increasing interest on Organizational Learning, there are good opportunities to develop new reflections about this field. Among different perspectives to better understand Organizational Learning, the sociopractical approach has occupied prominence. In this approach, emerges the notion of community of practice, that has been regarded as a very fertile context to promote organizational learning. Despite of that, the literature on this theme, in Brazil, is still fragile and incipient. In this sense, this paper aims to draw the state of art related to the concept of communities of practice in Brazil, proposing a research agenda in different thematic and methodological perspectives.

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“…There is an epistemological divergence in the literature between positivists emphasizing measurement and constructionists stressing the uniqueness of meaning systems (Easterby-Smith et al, 1998). The constructionists emphasize the role of community-of-practice, and they advocate that work practice and learning need to be understood in terms of the communities that emerge (Brown and Duguid, 1991).…”

Section: Community-of-practice and Knowingmentioning

confidence: 99%

Experience-based learning of Japanese IT professionals: A qualitative research

Matsuo

Wong

Lai

2008

The Journal of Strategic Information Systems

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Grounded in the Experiential Learning Theory and expertise research, this study examines the processes of experience-based learning, i.e., acquisition of skills and knowledge from direct experience, at different career stages of different types of IT professionals. A qualitative research method was used to compile a series of case studies on the basis of theoretical replication to answer this research inquiry. Semi-structured interviews were conducted with 10 IT consultants and 14 project managers in six Japanese IT firms. Our findings indicate that these different IT professionals have acquired different skills and knowledge from their job experiences at their different career stages. Academic and managerial implications of this study are discussed.

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Organizational Learning: Diverging Communities of Practice?

Cited by 212 publications

References 38 publications

Power and emotion in organizational learning

Power and emotion in organizational learning

A pesquisa em comunidades de prática: panorama atual e perspectivas futuras

Experience-based learning of Japanese IT professionals: A qualitative research

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