An Integrative Literature Review to Introduce Socio-Networked Learning

Abstract

Human resource development (HRD) practitioners have a critical role to play in understanding interdisciplinary learning among cross-sector stakeholders addressing large-scale social issues. Recent trends within philanthropic and governmental grant making agencies reveals a movement toward prioritizing and funding large-scale social change rather than the historical focus on individual project solutions. This shift has precipitated a need for cross-sector collaborative organizations dedicated to social innovation to learn from each other, lending themselves to study by HRD professionals. The purpose of this paper is to discuss Peter Senge's shared vision discipline as applied to an inter-organizational learning context of multiple stakeholders working toward social innovation. A new model and theoretical HRD understanding will be introduced hereafter referred to as socio-networked learning to identify the learning across organizations dedicated to social innovation. Socionetworked learning is therefore learning across organizations (public and private) dedicated to addressing large-scale social issues.

Literature Review and Model Proposition: The Relationship Between Inter-Organisational Learning and Innovation

“…Business innovation is a more frequently studied type, whereas https: //doi.org/ 10.15405/epsbs.2021.02.12 Corresponding Author: H. E. Oydag Selection and peer-review under 135 social innovation is a new and less frequently touched research area. Social innovation brings generally big changes into the society consisting of different stakeholders thus collaboration and IOL are indispensable constituents (White, 2014). Relation of IOL to business innovation is more or less identified under different conditions within the scope of the literature survey whereas its relation to the social innovation is yet to be discovered.…”

From expert to flexpert. How workers meet new expertise needs throughout their careers

“…In leadership development trajectories, HR/D can make supervisors aware of the role they play during the adaptation and renewal paths of experts by providing the conditions to unleash their new expertise. For example, supervisors can learn to facilitate experts crossing organizational boundaries through job rotation (Cutler White, 2014). Supervisors create 'space' by offering resources such as time and money and being ambassadors for the expert's renewal process .…”

The Inter-relationship of Organizational Learning, Learning Organizations, Virtual Technology, and Virtual Communities of Practice

“…There are a variety of models for virtual communities of practice. However, White (2014) argues the need for a model that also incorporates inter-and intra-organizational learning, as learning can take place outside the organization, across multiple organizations and across multiple sectors of society. This creates a need to explore virtual communities of practice beyond the organization and possibly to include professional organizations, community groups, global networks and so forth.…”