Organizational Learning Mechanisms and Creative Climate: Insights from an Italian Fashion Design Company

Cirella, Stefano; Canterino, Filomena; Shani, Abraham B.

doi:10.1111/caim.12161

Cited by 33 publications

(25 citation statements)

References 82 publications

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“…represents the second sub-system in the LDO. (Lipshitz et al, 2007;Cirella et al, 2016) Organizational Learning Culture (OLC) is difficult to grasp, which in turn makes it difficult to tackle or manipulate. We can make use of the metaphor of a river in flow inspired by Wittgenstein (1958 approaches but also can prevent this from happening.…”

Section: Integrative Model For Learning-driven Organizationsmentioning

confidence: 99%

The learning-driven organization: toward an integrative model for organizational learning

Garad¹,

Gold

2019

ICT

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Purpose The purpose of this paper is to propose a model for organizational learning (OL) that can help organizations to transform into a learning-driven organization (LDO); a model that considers the whole ecosystem, its subsystems and considers the importance of technology, digitalization and dataism. The authors seek to answer key questions, specifically, first, what makes an organization learning-driven? and, second, how the learning ecosystem works organization-wide? Design/methodology/approach This paper draws on prior research conducted by the authors in the hospitality sector. Insights were gleaned from both theoretical perspectives and qualitative data drawn from a number of empirical studies. This paper focuses on critically reviewing the literature on OL, and selected organizational development frameworks such as the European Foundation for quality management and investors in people. Findings The authors propose an ecosystem model that entails three subsystems for OL. At this stage, the authors propose a conceptual framework that will be tested in the following part two. Leaders in organizations need to re-design their organizations to incorporate learning at all levels, i.e. individuals, teams and organization-wide. Learning should be an overarching approach within and beyond the boundaries of the organizations; for organizations to learn effectively, learning should be strategized and institutionalized. Research limitations/implications This paper sheds light on the emerging trends in OL in light of the Industry 4.0 revolution with its phenomenal impact on humans and workplace; there is a dire need for research on human-machine balance, role and impact of machine learning and AI technologies. The authors call for setting up an updated agenda for learning and reconstructing learning into the corporate world; not only this but the future research should focus on reviewing and evaluating what did the authors learn about learning and how can the authors further learn, unlearn and re-learn. Practical implications The authors argue that organizations should look into learning as an enabler toward creativity and innovation, which should ultimately lead to excellence and fulfilling the needs of all stakeholders. Organizations should be consciously aware of their emerging intangible assists and proactively encourage their people toward more creativity. Learning can be institutionalized, and the organization transforms into a LDO. Social implications The authors propose an ecosystem model that entails three subsystems for OL. At this stage, the authors propose a conceptual framework that will be tested in the following part two. Leaders in organizations need to re-design their organizations to incorporate learning at all levels, i.e. individuals, teams and organization-wide. Learning should be an overarching approach within and beyond the boundaries of the organizations; for organizations to learn effectively, learning should be strategized and institutionalized. Originality/value The LDO model will help organizations to strategize learning. Strategic learning about understanding a global strategy and how each business unit in an organization contributes its best, most innovative thinking followed by actions that execute the strategic intent of the organization.

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Section: Integrative Model For Learning-driven Organizationsmentioning

confidence: 99%

The learning-driven organization: toward an integrative model for organizational learning

Garad¹,

Gold

2019

ICT

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“…Finally, the third one, derived from the previous points, is psychological. Organizational learning requires a behavioral and cognitive change (CIRELLA et al, 2016;RAIT, 1995;SHRIVASTAVA, 1983) encouraging a proactive rather than a reactive attitude (COLLINSON; COOK; CONLEY, 2006).…”

Section: Organizational Challenges Of the School Projectmentioning

confidence: 99%

El proyecto educativo en las escuelas francesas: retos profesionales para la transformación de la escuela

Fernández

Brito

2019

Educ. Pesqui.

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Resumen Este artículo busca aportar elementos de comprensión sobre la manera en que los profesores de la educación primaria francesa asumen la realización de sus proyectos educativos y, más globalmente, comprender cómo estos proyectos influyen en la escuela. El análisis, focalizado en el aprendizaje organizativo, ambiciona describir las facultades de las escuelas para vincular sus acciones a un proceso de producción del conocimiento mediante el proyecto educativo de la escuela. La investigación es de tipo etnográfica y está situada en la región Ile-de-France. Para efectos del análisis, nos hemos apoyado en las preconizaciones de la teoría fundamentada en los hechos. Nuestros resultados subrayan los múltiples retos que plantea el proyecto de escuela en la búsqueda de una actividad original que responda a sus problemáticas ordinarias. Demostramos que el desarrollo profesional de los docentes es una cuestión que se sitúa en el centro del proyecto educativo, por cuanto este interroga las estructuras de conocimiento individual y colectivo preexistentes de la profesión. Nuestro postulado es que las experiencias profesionales que se producen durante el proyecto educativo podrían nutrir el capital de conocimientos que emergen desde la práctica docente dentro y fuera del aula. Es decir, si el proyecto se considerara como un proceso que pretende la inteligibilidad de la realidad escolar y no solo como un conjunto de acciones, sería posible, para los docentes, comprender y aprender de las problemáticas que los mismos proyectos plantean.

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“…Returning to the HRD literature base, studies argue that organizational learning can be a source of innovation, with Tam and Gray () finding a higher prevalence of group learning among SMEs at a high growth stage. Innovations may arguably be brought about in such situations because the application of organizational learning mechanisms assists in developing climates that are supportive of creativity (Cirella et al, ). When considering how individual level learning may relate to organizational outcomes, Argyris () argues that scholars must take into account the interplay between employees as learning “agents” and the actions of higher level organizational entities.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Within this territory, scholars have begun to investigate human resource development (HRD) practices, arguing for linkages between learning activity and success within the creative process (Saunders, Gray, & Goregaokar, ). Further examples of such studies variously explore learning at both an individual and organizational level (see, for example, Cirella, Canterino, Guerci, & Shani, ; Huber, ; Kim & Wilemon, ; McLean, ; Saunders et al, ; Waight, ), with Hirst, Van Knippenberg, and Zhou () and De Clercq, Rahman, and Belausteguigoitia () both linking learning orientations to improved creative outcomes.…”

Section: Introductionmentioning

confidence: 99%

How does self‐direction within learning operate to affect idea generation in small‐medium enterprise contexts?

Perkins

2018

Human Resource Dev Quarterly

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Extant literature draws numerous links between aspects of human resource development (HRD) activity and organizational creativity/innovation, noting that investments in learning positively impact creative output. Within this research base, studies suggest that the ability to self‐direct learning activity can influence creative performance, but we do not yet understand how such processes operate, particularly in small‐medium enterprise (SME) contexts. Given the positive economic and social impacts generated by SMEs, themselves often being sources of breakthrough product or service innovation, this is an important research problem that requires our collective attention. This article argues that while the ability to self‐direct learning activity does contribute to the generation of ideas in SME contexts, the presence of multiple stakeholder voices in the learning conversation suggests that learning is better conceptualized as codirected rather than self‐directed. This study finds that codirected approaches to learning operate through a mechanism termed “participative dialogue,” whereby both employees and managers contribute to learning conversations. It also highlights the role of employee critical self‐appraisal in driving self‐directedness and contributing to the generation of ideas. Findings ultimately suggest that codirection of learning benefits idea generation because such approaches facilitate the emergence of unexpected patterns of thinking, which drive the divergence that creativity depends upon.

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Organizational Learning Mechanisms and Creative Climate: Insights from an Italian Fashion Design Company

Cited by 33 publications

References 82 publications

The learning-driven organization: toward an integrative model for organizational learning

The learning-driven organization: toward an integrative model for organizational learning

El proyecto educativo en las escuelas francesas: retos profesionales para la transformación de la escuela

How does self‐direction within learning operate to affect idea generation in small‐medium enterprise contexts?

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