Organizational learning and knowledge in public service organizations: A systematic review of the literature

Abstract

This paper is a systematic review of the literature on organizational learning and knowledge with relevance to public service organizations. Organizational learning and knowledge are important to public sector organizations, which share complex external challenges with private organizations, but have different drivers and goals for knowledge. The evidence shows that the concepts of organizational learning and knowledge are under-researched in relation to the public sector and, importantly, this raises wider questions about the extent to which context is taken into consideration in terms of learning and knowledge more generally across all sectors. A dynamic model of organizational learning within and across organizational boundaries is developed that depends on four sets of factors: features of the source organization; features of the recipient organization; the characteristics of the relationship between organizations; and the environmental context. The review concludes, first, that defining 'organization' is an important element of understanding organizational learning and knowledge. Second, public organizations constitute an important, distinctive context for the study of organizational learning and knowledge. Third, there continues to be an over-reliance on the private sector as the principal source of theoretical understanding and empirical research and this is conceptually limiting for the understanding of organizational learning and knowledge. Fourth, differences as well as similarities between organizational sectors require conceptualization and research that acknowledge sectorspecific aims, values and structures. Finally, it is concluded that frameworks for explaining processes of organizational learning at different levels need to be sufficiently dynamic and complex to accommodate public organizations.

Barriers to open e-learning in public administrations

“…Findings emphasized that a wide range of theoretical concepts and paradigms has been taken up (cf. Baskerville & Dulipovici, 2006;Rashman et al, 2009). 3 However, authors find that taking up new approaches to KM lags behind: Knowledge in public sector studies is often perceived as a static, tangible resource (Ferguson, Burford, & Kennedy, 2013, 175f.).…”

“…In this dissertation, certain assumptions shall be made with regard to the specific features of different public administrations and administrative levels (Rashman et al, 2009). It is important for the author to develop inter-subjective meaning and context-specific knowledge to assess how common culture context models suit public sector needs.…”

“…The latest reviews and studies about innovative knowledge management and learning practices in the public sector (De Angelis, 2013;Rashman et al, 2009) demonstrate that both research about the state as well as research about the organisation of processes in practice are characterized by knowledge gaps. Single studies about the role of barriers to knowledge management have been published, for example, and .…”

“…In this respect, not only the private but also the public sector is required to increase performance and implement organizational learning and knowledge management practices Rashman, Withers, & Hartley, 2009). …”

“…Knowing immediately about new technical requirements vis-a-vis proven practices is thus essential to providing good public services (Casalino, 2014;Davies, 2010). In this respect, the management of knowledge and learning has been a crucial topic for years Rashman, Withers, & Hartley, 2009). Given the ageing workforce, however, the topic has now come to the forefront (Fishenden & Thompson, 2013;Korge & Piele, 2014), and there is a lot of pressure to develop a smart technical solution that can help the administration successfully organize the knowledge of employees before they retire (Korge & Piele, 2014;Talbot, 2009).…”