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

Abstract

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.

Teachers’ informal learning and organizational learning in Spain

“…In relation to RQ3 , the results provide some ideas about what could be done at the organization level to promote IL. Above all, it is the role of school principals, as highlighted by Garad and Gold (2019), which stands out as drivers of these types of learning through actions aimed at generating a climate of trust, related the importance of giving support and tolerate the error highlighted by Schürmann and Beausaert (2016) and the importance to facilitate a good work environment established by Martin (2000). As well as such things as creating spaces to allow interchange, rethinking the approach of meetings or the actual school timetable to favour more time for interchange and joint reflection, aspects also highlighted by Eraut (2004) and Hoekstra, et al (2009).…”

“…Before one can speak of a “learning” organization, learning must be present at the level of the person, the group and the organization itself. The learning-driven organization model proposed by Garad and Gold (2019) entails the three levels, and they consider that leaders should redesign organizations to promote learning at each level, structure and institutionalize it and considering the importance of the technology without neglecting the balance between person and machine.…”

The evolution of quality: from inspection to quality 4.0

“…The authors also emphasize that the traditional concepts of quality must be prepared to absorb the new trends imposed by Industry 4.0. For Garad and Gold (2019), a learning organization model helps companies in their learning strategy. It is necessary to know how each unit within the organization contributes to its best, making the learning process a continuous improvement.…”

Teaching and learning of industry 4.0: expectations, drivers, and barriers from a knowledge management perspective

“…The technological advances promoted by I4.0 can support the scanning and detection of meaningful pieces of information and, hence, develop more sophisticated uses of the existing knowledge (Stocker et al, 2014;de Bem Machado et al, 2021) from which might emerge new KM approaches. A few researchers (e.g., Garad and Gold, 2019;Manesh et al, 2020;Schiuma et al, 2020) highlighted the utilization of KM approaches to underpin reasoning based on the expressive amount of data collected and shared through the increased automatization and big data. Further, companies undergoing the I4.0 implementation may develop specific practices to cope with knowledge at individual, team and organisation levels, relying their decisionmaking processes on more accurate data (Tortorella et al, 2020a).…”