A learning organization in the service of knowledge management among nurses: A case study

Abstract

Please cite this article in press as: Gagnon, M. -P., et al. A learning organization in the service of knowledge management among nurses: A case study. International Journal of Information Management (2015), http://dx. a b s t r a c tIt becomes critical for health care organizations to develop strategies that aim to design new work practices and to manage knowledge. The introduction of learning organizations is seen as a promising choice for better knowledge management and continuing professional development in health care. This study analyzes the effects of a learning organization on nurses' continuing professional development, knowledge management, and retention in a health and social services centre in Quebec, Canada. The learning organization seemed to affect daily nursing work in a positive manner, despite its variable impact on other professionals and other sites outside the hospital centre. These changes were particularly pronounced with respect to knowledge transfer, support for nursing practices, and quality of health care, objectives that the learning organization had sought to meet since its inception. However, it seemed to have a limited effect on nurse retention.

Organizational learning in hospitals: A realist review

“…Motivation, a desire to improve the organization's performance, was identified as a contextual factor of organizational learning in 34.7% ( N = 51) of the studies reviewed. Motivation is present when individuals are praised (MacIntosh‐Murray & Choo, ), mentored (Gagnon et al, ), and supported by team members and leaders (Gibson & Campbell, ; MacIntosh‐Murray & Choo, ). Individuals are more likely to be motivated to engage in innovative behaviours in organizations when they feel like they ‘fit in’ (Afsar, ) and are respected (Rangachari, ).…”

“…(N = 51) of the studies reviewed. Motivation is present when individuals are praised (MacIntosh-Murray & Choo, 2005), mentored (Gagnon et al, 2015), and supported by team members and leaders (Gibson & Campbell, 2000;MacIntosh-Murray & Choo, 2005).…”

“…Retention involves making learned information more resistant to loss. This can be accomplished by documenting information (Bondarouk & Sikkel, 2005;Collado, 2002;Davis, 2011;Ng, 2011), standardizing practices (Gagnon et al, 2015), changing routines and practices (Chamberlain, 2013;Crofts, 2006;Tamuz, Franchois, & Thomas, 2011), and changing culture (Dupree et al, 2011). Without intentional efforts to retain information, organizational learning can be impeded (Iedema et al, 2006).…”

Organisational learning in hospitals: A concept analysis

“…These themes include (a) interacting and sharing knowledge within and across both teams and organisations (e.g. Ford & Angermeier, ; Gagnon et al, ; Gibson & Campbell, ; Thompson, ), (b) collectively reflecting on past experiences (e.g. Edmondson, , Lipshitz & Popper, ), (c) intentionally obtaining, developing, and sharing knowledge and skills (Nembhard & Tucker, ; Vashdi, ), (d) making important information or behaviours resistant to loss by incorporating them into the organisation's policies, processes and/or culture (Davis, ; Nes & Moen, ), and (e) team members demonstrating leadership by initiating, facilitating and/or sustaining improvements (Filice et al, ; Philibert et al, ).…”

Firm Sustainability Performance Index Modeling

“…Literature on sustainability management studies have been highlighted that knowledge management [2][3][4], business strategy [5,6], and organizational learning [7,8] are considered as vital indicators of firm sustainability performance improvement. Some researchers confirm that knowledge management and its output, organizational knowledge, are antecedents of organizational learning [9,10] and company business strategy [11,12]. Reviewing the previous studies, many scholars conducted research to recognize the linkage among knowledge management, organizational learning, and firm sustainability performance [13][14][15][16].…”