Theories of Organizational Learning as resources of Organizational Education

Göhlich, Michael

doi:10.1007/978-3-658-10086-5_2

Cited by 17 publications

(12 citation statements)

References 15 publications

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“…It can be also developed artificially with the active interaction of human computer/ machine interaction to change and improve based upon the organizational goals (Hodgkinson & Healey, 2007). There are different cognitive theories considers organizations as a learning entity and an extended individual (Göhlich, 2016;Goldin, 2014). Some theorists called the cognitive system of organizations as mental models (Gaine, 2014), cognitive maps (Alemanno, 2014), collective memory, cognitive memories systems (Mead, 2013).…”

Section: Theoretical Prospective Of Organizational Learning Cognitivementioning

confidence: 99%

Synthetic Review of Organizational learning

Turi¹

2019

ASSRJ

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This paper covers comprehensive literature analysis on organizational learning. Work on organizational learning was synthesised in systematic and chronological order. Cognitive, Social and Behavioural theories and factors in organizational context have been widely discussed to comprehend forgetting in organizational context. Moreover, historical and philosophical prospective of organization learning was also comprehended. All the theories, prevailing context and factors indicate, as evident from content analysis, have greater impact on organizational learning.

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Section: Theoretical Prospective Of Organizational Learning Cognitivementioning

confidence: 99%

Synthetic Review of Organizational learning

Turi¹

2019

ASSRJ

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“…Like human, organizations process information through their own mental models, system methods and techniques (Göhlich, 2016). Cognitive system of the organizations is named mental models, cognitive maps, collective memory and cognitive memories systems (Borrelli, Ponsiglione, Iandoli, & Zollo, 2005;Mead, 2013).…”

Section: Cognitive Learning Theoriesmentioning

confidence: 99%

“…With double-loop learning, faculty could decide to rethink the use of computers, perhaps using them to re-examine and alter instruction. For example, entirely new skills such as problem definition and problem solving might be emphasized (Göhlich, 2016).…”

Section: Organizational Learning As Cognitive Social and Behaviouralmentioning

confidence: 99%

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

Turi¹,

Sorooshian²,

Mahmud³

et al. 2018

MOJEM

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This study set out to examine, cognitive, behavioural and social factors of learning theoretically and contemporarily with the moderating role of information system in the learning organization. Cognitive, social and behavioural theories were discussed and the use information system for organizational learning effectiveness was studied. Data was collected from the lecturers' employees working in the universities of Islamabad and Rawalpindi in Pakistan, using convenient sampling method and survey technique using questionnaire. Total of 113 Universities' lecturers from different faculties of the universities participated in the survey. Data was analysed with SPSS. The findings indicate that cognitive, social and behavioural organizational factors have significant impacts on organizational learning effectiveness with the moderating support of information system. The study recommends that for the holistic organizational learning development, all cognitive, social and behavioural aspects and factors needs to be addressed and developed.

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“…Since organizational education has been well-defined as a field of study (Göhlich et al, 2018), it has been acknowledged that educational such as the school and the university (and broader organizations), in order to learn and to influence learning in society, must be protagonists within the wider learning context through cooperative practices at micro, meso, and macro levels. Hence, a main research concern in organizational education is ways in which learning in (educational) organizations can be understood and explored.…”

Section: Introductionmentioning

confidence: 99%

Educational Implications That Arise From Differing Models of Human Development and Their Repercussions on Social Innovation

2019

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Social innovation aims for creating social value primarily while it recognizes that not all technology-based progress amounts to social progress. We think that this calls for a paradigm shift in how we understand education. No one doubts that education requires intense cognitive effort, but educational proposals certainly vary depending on how cognition is understood. In this article, we suggest that different ways of understanding human development are related to different ways of understanding cognition. Thus, these different conceptions of human development affect their resulting educational proposal. While not an exhaustive account, we sketch out three models of human development, the so-called autonomous self (AS), processual self (PS), and inter-processual self (IPS). Each has different implications for education depending on their particular understanding of cognition. The AS and PS models understand cognition as a primarily rational mastery exercise, with the difference that PS uses relationships and diverse psychological faculties for the subject's cognitive development, whereas AS relies more on the subject's rational agency. On the other hand, IPS understands cognition as a relational act that, when it arises from interiority, affects all dimensions of the person. In the present article, we explore the educational consequences of these different ways of understanding cognition with the assistance of interdisciplinary dialogue from philosophy, psychology, and neuroscience, and their repercussion on social innovation with the intention of opening up reflection in the field of education and of inspiring its practitioners to rethink the model they assume. We will conclude with reflections informing educational implications for the design of programs and teacher training itself.

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Theories of Organizational Learning as resources of Organizational Education

Cited by 17 publications

References 15 publications

Synthetic Review of Organizational learning

Synthetic Review of Organizational learning

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

Educational Implications That Arise From Differing Models of Human Development and Their Repercussions on Social Innovation

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