Defining and Creating Organizational Knowledge Performance
The literature on organizational learning has been described as “volcanic” (Easterby-Smith, Crossan & Nicolini, 2000) because of the persistent volume of studies on the construct, and some refer to it as a core idea in organizational theory (Prange, 1999). Yet, there has been conceptual and defi...
Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | article |
| Langue: | CA EN ES |
| Publié: |
Universitat Autònoma de Barcelona
2016
|
| Sujets: | |
| Accès en ligne: | https://doaj.org/article/aeaeecd274e949c79b63f7f43ed6e6d5 |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| Résumé: | The literature on organizational learning has been described as “volcanic” (Easterby-Smith, Crossan & Nicolini, 2000) because of the persistent volume of studies on the construct, and some refer to it as a core idea in organizational theory (Prange, 1999). Yet, there has been conceptual and definitional confusion (Crossan, Lane & White, 1999; Templeton, Lewis & Snyder, 2002). In this paper, I trace the evolution of the theory of organizational learning to its manifestation in theories of the learning organization and the consequent impact on knowledge performance. The ideas of a learning organization or of organizational learning capability help leaders translate organizational learning into organizational capacities. Finally, the role of informal learning as a strategy to create a learning culture and enhance knowledge performance is explored. |
|---|