Culture and Organizational Learning

Cook, S. D. Noam; Yanow, Dvora

doi:10.1177/1056492611432809

Cited by 235 publications

(162 citation statements)

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“…Extending these insights, some researchers have examined social learning in situ , with attention focused on knowledge sharing in CoPs. These researchers often argue that learning is a characteristic process within a practice that creates the community's adaptability and stability [45-51], and fosters the creation, use, and retention of knowledge (often in the form of tools and shared narratives) conceived of as collective property [49,52,53]. This view of learning has been opposed to a view of learning as involving a one-way transfer of formal knowledge between groups or individuals [45,54-57].…”

Section: Introductionmentioning

confidence: 99%

“…It also involves reification, which speaks to the tools of the practice (techniques and documents, et al , that are used while doing the work). Some argue that a CoP experiences an ongoing dynamic between stability and adaptation [50,51,53,58,59]. The practice creates tools to maintain its competence and make it easier to do its work [51,60,61].…”

Section: Introductionmentioning

confidence: 99%

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Knowledge-to-action processes in SHRTN collaborative communities of practice: A study protocol

et al. 2011

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BackgroundThe Seniors Health Research Transfer Network (SHRTN) Collaborative is a network of networks that work together to improve the health and health care of Ontario seniors. The collaborative facilitates knowledge exchange through a library service, knowledge brokers (KBs), local implementation teams, collaborative technology, and, most importantly, Communities of Practice (CoPs) whose members work together to identify innovations, translate evidence, and help implement changes.This project aims to increase our understanding of knowledge-to-action (KTA) processes mobilized through SHRTN CoPs that are working to improve the health of Ontario seniors. For this research, KTA refers to the movement of research and experience-based knowledge between social contexts, and the use of that knowledge to improve practice. We will examine the KTA processes themselves, as well as the role of human agents within those processes. The conceptual framework we have adopted to inform our research is the Promoting Action on Research Implementation in Health Services (PARIHS) framework.Methods/designThis study will use a multiple case study design (minimum of nine cases over three years) to investigate how SHRTN CoPs work and pursue knowledge exchange in different situations. Each case will yield a unique narrative, framed around the three PARIHS dimensions: evidence, context, and facilitation. Together, the cases will shed light on how SHRTN CoPs approach their knowledge exchange initiatives, and how they respond to challenges and achieve their objectives. Data will be collected using interviews, document analysis, and ethnographic observation.DiscussionThis research will generate new knowledge about the defining characteristics of CoPs operating in the health system, on leadership roles in CoPs, and on the nature of interaction processes, relationships, and knowledge exchange mechanisms. Our work will yield a better understanding of the factors that contribute to the success or failure of KTA initiatives, and create a better understanding of how local caregiving contexts interact with specific initiatives. Our participatory design will allow stakeholders to influence the practical usefulness of our findings and contribute to improved health services delivery for seniors.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Knowledge-to-action processes in SHRTN collaborative communities of practice: A study protocol

et al. 2011

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“…The findings described above suggest that contemplating only on problematic events is not necessarily sufficient for learners' professional growth (see also Cook and Yanow, 1996). Hence, prospective principals may benefit by employing both PBL and SBL in leadership programs.…”

Section: Integrating Pbl and Sbl In Leadership Educationmentioning

confidence: 94%

Switching cognitive gears

Schechter

2011

Journal of Educational Admin

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This article aims to reinterpret principal preparatory programs to also include the collective learning-from-success process (success-based learning), thus providing a complementary instructional framework on how to prepare principals for today's public school reality. Design/methodology/approach -The discussion reviews the core leadership capacities for today's and tomorrow's principalship and the need to rethink principal preparatory programs accordingly. The interrelationship between problems and learning is described, coupled with the possibilities and limitations of problem-based learning. Success-based learning is then described, enumerating its potentials and pitfalls. Findings -The paper finds that focusing on both learning from problems and learning from successes in leadership education may better develop prospective principals' leadership capacities necessary to lead schools in a dynamic environment. Originality/value -The paper highlights the need to conceptualize and empirically investigate problem-based learning and success-based learning as interrelated instructional frameworks that are both necessary to develop effective future leaders.

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“…As a form of generative organizational knowing (Cook and Yanow, 1993), this synergized common will can be understood and further researched in the following terms. When knowledge is embodied in people, as assumed in this paper, there are two knowledge links between every two people, not one.…”

Section: Cpc Researchmentioning

confidence: 99%

Developing complex-project capability through dynamic organizational learning

Ahern

Byrne

Leavy

2015

International Journal of Managing Projects in Business

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2015),"Unspread wings: Why cultural projects don't provide refreshing ideas for project management although they could?"Access to this document was granted through an Emerald subscription provided by emeraldsrm:333301 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to extend the learning boundaries of traditional project capability, which follows the linear planning paradigm, in order to include non-linear complex projects that cannot be completely specified and planned in advance, and so require continuous learning over their life cycles. Design/methodology/approach -Based on an earlier empirical investigation, where complex-project capability (CPC) is developed through dynamic organizational learning based on non-linear problem solving, the paper examines some of the conceptual and practical implications of this process insight. The focus here is on incomplete pre-given knowledge and emergent knowledge creation during CPC development. Findings -Using the three interrelated dimensions of project type, knowledge creation method, and organizational learning approach, the paper reinterprets Karl Popper's linear problem solving model for learning in traditional projects by introducing the concept of knowledge entropy (disorder) for learning in non-linear complex projects. The latter follows a path from "order to disorder to order" rather than from "order to order" under traditional assumptions. Research limitations/implications -By identifying a common learning process at individual, group, and organizational levels, developing CPC can be viewed as a "learning organization". This multi-level approach facilitates research into distributed organizing for emergent knowledge creation during CPC development. Practical implications -In contrast to traditional planned projects with up-front prior knowledge, complex projects are characterized by incomplete knowledge. The challenge of dealing with knowledge uncertainty in complex projects through continuous learning has practical implications for project learning, planning, knowledge management, and leadership. Originality/value -The concept of knowledge entropy (disorder) extends the learning boundaries of traditional projects, where ...

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Culture and Organizational Learning

Cited by 235 publications

References 21 publications

Knowledge-to-action processes in SHRTN collaborative communities of practice: A study protocol

Knowledge-to-action processes in SHRTN collaborative communities of practice: A study protocol

Switching cognitive gears

Developing complex-project capability through dynamic organizational learning

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