The learning organization information system (LOIS): looking for the next generation

Abstract

This paper explores the notion that the next generation of information systems will focus on supporting organizational learning. The paper suggests that the increasingly successful automation of procedural work will lead to pressure on organizations to improve performance through enhanced support for knowledge work. A set of outline requirements for the learning organization information system (LOIS) is then proposed using recent research findings from computer supported co-operative working and organizational learning. The computerized on-line journal from this research is described. This journal provides transparent capture of episodes of work and it is argued that the general principles established could support LOIS by helping to provide a richly defined organizational memory. The journal supports collaborative working through the use of groupware, which manages the sharing of, and learning from, journal contents. This can facilitate the retention of not only data and information, but also the inquiry process that produced them. The paper concludes that LOIS will be a selforganizing system, focussing on knowledge work, learning and using advanced technologies drawn from ubiquitous computing. A view of a system that moves towards this aim is presented. Future topics for research are identified, and a natural language approach to knowledge asset management is discussed briefly. In closing, it is argued that LOIS is an important future vision for organizations operating in the information age.

Prospering in a transition economy through information technology‐supported organizational learning

“…Because they support structured and unstructured dialogue and negotiation it is proposed that IT can help reveal assumptions and beliefs, support reflection and creative synthesis and ultimately affect shared mental maps. Even though it is argued that specific information systems have to be designed to fulfil such roles (Stata, 1989; Williamson & Iliopoulos, 2001), we have still to see empirical evidence confirming that this actually happens in practice.…”

“…Between these two ends of the spectrum lies a vast number of approaches to organizational learning that attempt to resolve the contradiction between the individual and the collective nature of organizational leaning (e.g. Argyris & Schein, 1978; Brown & Duguid, 1991; Lave & Wenger, 1991; Kim, 1993; Jones, 1995; Pentland, 1995; Williamson & Iliopoulos, 2001; Holmqvist, 2003). Furthermore, Argyris & Schein (1978) identify an inherent paradox in the nature of organizational learning:…”

Developing a dynamic project learning and cross‐project learning capability: synthesizing two perspectives

“…Winter (2003) recognizes that ad hoc problem‐solving is a viable alternative to developing a dynamic capability, given the expense of sustaining such a capability over time. However, in organizations where projects are regularly used, institutionalizing systems and procedures, with the help of IT, that make the capture and sharing of learning across projects routine is likely to be beneficial (Williamson & Iliopoulos, 2001), despite the cost. This can help an organization to exploit the learning achieved from individual and group learning processes (intuiting, interpreting and integrating) which are more geared towards exploration than exploitation (Crossan & Berdrow, 2003).…”

Toward an Actionable Framework of Knowledge Synthesis in the Pursuit of Learning Organization

“…Based on this characterization of LO, there are many information system (IS) instances that can be incorporated into a learning organization. The acronym "LOIS" (Learning Organization Information System) (Williamson & Lliopoulos, 2001) as applied to an organization is often used as a collective term representing the conglomeration of various information systems, each of which is a functionally defined subsystem of the enterprise LOIS. Namely, it is defined through the services it renders.…”