Organizational Learning Essay

OF LEARNING ORGANIZATION IN KNOWLEDGE MANAGEMENT PROCESS Ph.D. Student B loi Ionu -Cosmin University of Craiova Faculty of Economics and Business Administration, Romania Abstract: The content and the organization of work represent dimensions which do not only involve mobilizing competencies but are also dimensions in which competencies are developed. In an organization people create, accumulate or transfer knowledge, ideas, values, attitudes, feelings or experiences. The goal of a learning organization

and performance must have clearly defined core values that are executed by specific learning disciplines (Senge, 2010). Giesecke and McNeil (2004) stated, "A learning organization is an organization skilled at creating, acquiring, and transferring knowledge and at modifying its behavior to reflect new knowledge and insights" (p. 55). In the pursuit of defining specific practices that would produce an ideal learning organization, Senge (2008) proposes five disciplines that include, "...systems thinking

The Department was organized over two hundred years ago. As one of the largest law firms within the borders of the United States, the responsibility of the Department extends to both criminal and civil matters. It carries a mission that is dedicated to delivering justice and is consistently re-considering ways to measure performances within individual Districts in order to ensure all respectable aspects of deliverance are utilized. These considerations involve developing more action plans aimed at

competitive environment have forced more and more multinational corporations (MNCs) to development worldwide learning as their competitive viability, which requires to create worldwide innovative processes and knowledge transfer (Bartlett and Ghoshal, 1989). Knowledge from a subsidiary could be transferred to both parent company and peer subsidiaries, helping MNCs realize worldwide learning (Miao, Choe and Song, 2011). Knowledge flow from a subsidiary to parent firm could be considered as a critical

Anderson, B., & Simpson, M. (2007). Ethical Issues in Online Education. Open Learning: The Journal of Open and Distance Learning, 22(2), 129-138. Anderson’s provides insight to process improvement and design from an administrative and technology approach. It looks at complexity in an online environment that impacts physical and linguistic boundaries. The article focuses on process improvement and design from an administrative and technology approach. It looks at complexity in an online environment

office Department Performance / Innovation INTRODUCTION KM is defined as the set of organized and regimented actions that can be taken to attain the maximum value from the knowledge available to it by an organization. A proper combination of organizational, social and administration motivation along with exploitation of apposite technology is required by KM. Gathering, classify, store and spread all

the learning organization phenomenon for the training and development field. In particular, it considers the following questions: what is a learning organization? - how and why has this phenomenon come about?; does the pursuit to become a learning organization signal a greater or lesser role for the training profession?; and what is or should be the role of training in learning organizations? INTRODUCTION Today, the rapid pace of change that we all experience demands an unparalleled learning response

that experience the difference between classroom learning and workplace learning. Since then, I have been interested in workplace learning as a lively topic throughout various stages in my career. I am currently work as a learning and staff development specialist. This job requires a set of roles and responsibilities like identifying the development needs of the staff of IDB, as well planning and managing training programs and workplace learning activities. Moreover, I would like to highlight that

TOOL KIT Is Yours a Learning Organization? Using this assessment tool, companies can pinpoint areas where they need to foster knowledge sharing, idea development, learning from mistakes, and holistic thinking. by David A. Garvin, Amy C. Edmondson, and Francesca Gino L Daniel Chang EADERS MAY THINK that getting their organizations to learn is only a matter of articulating a clear vision, giving employees the right incentives, and providing lots of training. This assumption is not merely

instead of correcting the actions only (single-loop learning), individuals or groups seek to alter first the “governing variables” (Argyris, 1999) – goals, values, strategies, beliefs, conceptual frameworks – and then the actions. This means that if an organisation wants to remain competitive and efficient, discovering problems and inventing solutions are not sufficient conditions for organizational learning. As Argyris (1999) says, double-loop learning “control the long-range effectiveness, and hence