The Domains of Organizational Learning Practices: An Agency-Structure Perspective

Abstract

Abstract:Background: Organizational learning theory has retained considerable attention in the past decades from a wide array of academic disciplines in social sciences. Yet few integrative efforts have satisfactorily offered a comprehensive and systematic articulation of the concept of organizational learning with regards to: (a) its core constitutive dimensions and associated mechanisms; (b) the analytical levels from such mechanisms operate (e.g., workers, teams, organizations); as well as (c) their interplay. Methods: This article builds on a critical synthesis of predominant approaches in organizational learning theory (i.e., structural functionalist, social constructivist and middle range approaches), highlighting the contributions of each approach on the key analytical elements guiding our inquiry (i.e., core dimensions and associated mechanisms, analytical levels, interplay). Drawing from the work of sociologists Anthony Giddens and Margaret Archer on agency-structure theory, we develop a series of theoretical propositions supporting the Organizational Learning Practices (OLP) concept as a unifying heuristic tool. Results: OLP are defined as a set of collectively shared practices held by members of a given organization embedded in normative, political, and semantic dynamics. At the heart of such dynamics lies organizational knowledge as a power resource pivotal to the sustainable development of organizations, as well as that of their members. Conclusion: OLP offer promising answers to on-going OPEN ACCESSSocieties 2015, 5 714 debates in organizational learning theory, and we conclude by discussing concrete guidelines to advance research and practice on OLP.

Synthetic Review of Organizational learning

“…There are many cited social learning theories in organizational context. Relational learning theory is based on the concept of sharing, dissemination, distribution and negotiation taking place at micro-level, worker level (Bustinza, Molina, & Arias-Aranda, 2010; Beauregard, Lemyre, & Barrette, 2015). Similarly Experiential Learning Theory (ELT) was presented by Kolb in 1984 and has its roots in Psychology, Philosophy, and physiology and has major impacts and influences on organizational learning and organizational development (Leavitt, 2011).…”

“…Similarly Experiential Learning Theory (ELT) was presented by Kolb in 1984 and has its roots in Psychology, Philosophy, and physiology and has major impacts and influences on organizational learning and organizational development (Leavitt, 2011). It states that learning is a process and it occurs in the best way when a learner is exposed to diverse processes and experience, through which it underpasses and creation, recreation and transformation of experiences and learning take place both at individual and organizational learning (Beauregard, Lemyre, & Barrette, 2015). Adoptive and Generative Organizational Learning Theory believes in the construction and development of the shared vision and intelligence at worker, team and organizational level (Chiva, 2011).…”

Organizational Learning: Prospective On Employees Readiness Using Information System Supported Learning

“…These disciplines range from economics, management science, organizational science, strategic management, human-resources management, information science, knowledge engineering, artificial intelligence, philosophy, psychology, and educational science, to cognitive science. Psychological sciences focused on the cognitive, behavioural and social development of the worker (Beauregard, Lemyre, & Barrette, 2015) while management sciences were concerned with accurate information gathering, processing and utilization for strategic planning (Sampe, 2012); production management aimed to increase productivity due to enhancement of learning; sociology focused on social structure; bonding and leadership support for organizational learning and creating sound learning culture, a culture of trust and empowerment, and lastly, natural sciences sought the devising of technological tools for storing and sharing organization learning (Sampe, 2012;Virtual University, 2012;Bustinza, Molina, & Arias-Aranda, 2010;Arumugam, Idris, & Munusamy, 2015). While research into organizational learning often occurs in the region of natural science, it falls largely within the province of social, business and management science (Yousef, Mai, Ra'ed, & Tarhini, 2016).…”

The Cognitive, Behavioral and Social Prospectives of Organizational Learning Through Information System

“…Assimilation theory supports the premise of organizational learning through dissemination, distribution and negotiation taking place at micro-level and worker level (Bustinza, Molina, & Arias-Aranda, 2010). Sharing of knowledge provides food for common intelligence, compels them to face uncertainties in complex business phenomenon, promotes individual and organizational learning and makes survival possible at individual and organizational level (Bustinza, Molina, & Arias-Aranda, 2010;Beauregard, Lemyre, & Barrette, 2015). Similarly, Experiential Learning Theory (ELT) states that learning in organizations occur when the organizational elements are exposed to the concrete experiences (Eisenberg, 2016;Henri, 2009).…”

“…Versatility, capacities and capabilities of Information systems are increasing day by day, they are capturing every aspect of human life, therefore behaviourists, and social constructivists demand regeneration of organizational learning (Ahmad & Lodhi, 2014;Beauregard, Lemyre, & Barrette, 2015). Information systems are the hubs of information and the communications system (mobile technology) have created integrated networks, which has best possible role in facilitating organizational learning by providing subroutines and infrastructure (Appelbaum, 2000;Borrelli, Ponsiglione, Iandoli, & Zollo, 2005).…”