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 conceptua...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:168634 |
| Acceso en línea: | https://ddd.uab.cat/record/168634 https://dx.doi.org/urn:doi:10.5565/rev/educar.811 |
| Access Level: | acceso abierto |
| Palabra clave: | Learning organizations Knowledge performance Informal learning Organizaciones que aprenden Conocimiento Aprendizaje informal Organitzacions que aprenen Coneixement Aprenentatge informal |
| Sumario: | 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. |
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