Integrating Knowledge and Processes in A Learning Organization

Levine, Linda

doi:10.1201/1078/43194.18.1.20010101/31262.4

Cited by 53 publications

(34 citation statements)

References 17 publications

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“…Argyris and Schön [4] distinquish between three levels of learning, simple correction, changing procedures as a result of an error, and facilitating organizational learning. The traditional of learning, as a "lessons learned" or post-mortem reporting activity is often apparent in SPI literature [44]. The SPI paradigm seems to have adopted the views of Argyris and Schön [4] on learning where they aim at double-loop learning, i.e to to question and modify existing rules and procedures in response to mismatch or error.…”

Section: Discussionmentioning

confidence: 99%

Learning and Organizational Change in SPI Initiatives

Heikkilä

2009

Lecture Notes in Business Information Processing

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Abstract. Explaining how organizations chance has been a central and enduring quest of management scholars and many other disciplines. In order to be successful change requires not only a new process or technology but also the engagement and participation of the people involved. In this vein the change process results in new behavior and is routinized in practical daily business life of the company. Change management provides a framework for managing the human side of these changes. In this article we present a literature review on the change management in the context of Software Process Improvement. The traditional view of learning, as a "lessons learned" or post-mortem reporting activity is often apparent in SPI literature. However, learning can also be viewed as a continuous change process where specific learning cycle starts with creative conflict and ends up in formal norms and systems. Since this perspective has almost no visibility in SPI literature of past it could show a new direction to the future development of change management in SPI.

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Section: Discussionmentioning

confidence: 99%

Learning and Organizational Change in SPI Initiatives

Heikkilä

2009

Lecture Notes in Business Information Processing

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“…Thus, the concept of an organizational or "corporate memory" (Handy, 1990) has also become a very powerful and ubiquitous concept, and is seen by many as being an aspect of knowledge itself, being termed Organizational Learning (OL). As King (2000) and King and Ko (2001) note, there is much confusion over knowledge management and organizational learning terms, which are often used interchangeably however, Levine (2001) and Sunassee et al (1965) stressed the contingent differences between organizational learning; and a learning organization. For an organization to become one that is a learning entity requires it to overcome barriers of individual / team learning; be able to arrive at a common understanding of company purpose and known organizational problems; and exhibit a certain level of error tolerance (i.e.…”

Section: Knowledge Management and Organizational Learningmentioning

confidence: 99%

Mapping knowledge management and organizational learning in support of organizational memory

Irani

Sharif

Love

2009

International Journal of Production Economics

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The normative literature within the field of Knowledge Management has concentrated on techniques and methodologies for allowing knowledge to be codified and made available to individuals and groups within organizations. The literature on Organizational Learning however, has tended to focus on aspects of knowledge that are pertinent at the macro-organizational level (i.e. the overall business). The authors attempt in this paper to address a relative void in the literature, aiming to demonstrate the inter-locking factors within an enterprise information system that relate knowledge management and organizational learning, via a model that highlights key factors within such an inter-relationship. This is achieved by extrapolating data from a manufacturing organization using a case study, with these data then modeled using a cognitive mapping technique (Fuzzy Cognitive

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“…There is a strong need to share knowledge in a way that makes it easier for individuals, teams, and enterprises to work together to effectively contribute to an organization's success. This idea of knowledge sharing has well been exemplified in the notion of a learning organization (LO) (Garvin, 1993;King, 1996;Levine, 2001;Senge, 1990). Basically, LO refers to an organization, which focuses on developing and using its information and knowledge capabilities in order to create higher-value information and knowledge, to modify behaviors to reflect new knowledge and insights, and to improve bottom-line results.…”

Section: The Idea Of a Learning Organizationmentioning

confidence: 99%

“…How knowledge is cha racterized, used, and even created within an organization is a very complicated process. Nevertheless, we believe that each member of an organization has his or her own knowledge space, which is subject to some level of description, and thus may be architected, integrated, and designed into an organization (Davenport & Prusak, 1998;Levine, 2001). As the source of wealth shifts from capital to knowledge (Drucker, 1992), it is clear that organizations that actively seek to create their own communal knowledge space from that, which exists among its members, will have a decided advantage over those who do not.…”

Section: Introductionmentioning

confidence: 99%

Toward an Actionable Framework of Knowledge Synthesis in the Pursuit of Learning Organization

Vat

2003

InSITE Conference

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This paper investigates the idea of knowledge work appropriate to the context of organization transformation. Specifically, we describe an actionable framework of knowledge synthesis, which accommodates the shift of information system (IS) support from automating to informating to knowledging. Our discussion intends to clarify the ideal of a learning organization which is designed to help transfer learning from individuals to a group, provide for organizational renewal, keep an open attitude to the outside world, and support a commitment to knowledge. The paper deals with the classification of knowledge tasks and its relation to organizational design. We elaborate the issue of knowledge characterizations that help structure and facilitate knowledge interconnectivity, through the exposition of the information continuum. We also describe the spiral approach of knowledge creation in terms of different modes of knowledge conversion, realizable in any of the contemporary organizations. Finally, we conclude by reiterating the various challenges of creating a communal knowledge space within the working of a learning organization.

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Integrating Knowledge and Processes in A Learning Organization

Cited by 53 publications

References 17 publications

Learning and Organizational Change in SPI Initiatives

Learning and Organizational Change in SPI Initiatives

Mapping knowledge management and organizational learning in support of organizational memory

Toward an Actionable Framework of Knowledge Synthesis in the Pursuit of Learning Organization

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