Learning Organizations and the Paradigm of Complexity: the Work Design Approach - Odam
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Learning Organizations and the Paradigm of Complexity: the Work Design Approach - Paper presented - ODAM 2005 Dudziak, Sznelwar, Plonski. The objective of this paper is presents a novel framework for organizational design and management based on complexity theory In particular, it discusses how the work system design in learning organization can be conceived, as a human process, according to a complex perspective.
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Pedagogic challenges in the learning organization
Full Text
· TranslateFull text
·
Introduction
In recent years pedagogical approaches appear increasingly significant regarding learning in working life, workplace learning and learning organizations. Billett (2008) conceptualizes the relations between educational efforts and peoples' everyday learning processes at work as pedagogic issues and qualities. Pedagogic activities as "work-based learning" (Siebert et al. , 2009) and "work-integrated learning" (Martin et al. , 2012) are structured educational attempts to facilitate learning processes at work showing the importance of linking pedagogy and workplace learning together. Although Senge's (1990) interest in dialogue, team learning and leaders' role as teachers, more elaborated pedagogical perspectives are not emphasized in literature on the learning organization (TLO) tradition or in the knowledge management (KM) approach particularly. However, Lustri et al. (2007) propose to connect the tradition of KM to TLO and describe a link between the technical aspects of organizational creation and storing of knowledge and a sociocultural approach of theories of learning. The authors' approach appears as a pedagogic intervention effort considering especially the strategic steering of interpretative and reflective aspects of individuals' learning processes. They also point to the importance of team learning to spread experiences and individual knowledge. Knowledge in an organization is a contextual construction, practice-based and often tacit (Gherardi, 2009). It is a result of complex social processes of team learning and appears difficult to manage effectively (Sondergaard et al. , 2007). This, in turn, increases the interest of pedagogic leadership described as a research-based inte ...
This article was downloaded by [Carnegie Mellon University].docx
This article was downloaded by: [Carnegie Mellon University]
On: 07 March 2014, At: 17:16
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,
UK
The Academy of Management
Annals
Publication details, including instructions for
authors and subscription information:
http://www.tandfonline.com/loi/rama20
Transactive Memory
Systems 1985–2010: An
Integrative Framework of Key
Dimensions, Antecedents, and
Consequences
Yuqing Ren a & Linda Argote b
a Carlson School of Management , University of
Minnesota
b Tepper School of Business , Carnegie Mellon
University
Published online: 26 Jul 2011.
To cite this article: Yuqing Ren & Linda Argote (2011) Transactive Memory
Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents,
and Consequences, The Academy of Management Annals, 5:1, 189-229, DOI:
10.1080/19416520.2011.590300
To link to this article: http://dx.doi.org/10.1080/19416520.2011.590300
PLEASE SCROLL DOWN FOR ARTICLE
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Transactive Memory Systems 1985 – 2010:
An Integrative Framework of Key Dimensions, Antecedents,
and Consequences
YUQING REN∗
Carlson School of Management, University of Minnesota
LINDA ARGOTE
Tepper School of Business, Carnegie Mellon University
Abstract
Over two decades have passed since Wegner and his co-authors published th.
European Journal of Training and DevelopmentRevisiting knowl.docx
European Journal of Training and Development
Revisiting knowledge sharing from the organizational change perspective
Sunyoung Park Eun-Jee Kim
Article information:
To cite this document:
Sunyoung Park Eun-Jee Kim , (2015),"Revisiting knowledge sharing from the organizational change
perspective", European Journal of Training and Development, Vol. 39 Iss 9 pp. 769 - 797
Permanent link to this document:
http://dx.doi.org/10.1108/EJTD-06-2015-0042
Downloaded on: 11 December 2015, At: 17:37 (PT)
References: this document contains references to 191 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 33 times since 2015*
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http://dx.doi.org/10.1108/EJTD-06-2015-0042
Revisiting knowledge sharing
from the organizational change
perspective
Sunyoung Park
Louisiana State University, Baton Rouge, Louisiana, USA, and
Eun-Jee Kim
Korea Advanced Institute of Science and Technology (KAIST),
Daejeon, South Korea
Abstract
Purpose – The purpose of this study is to identify how knowledge sharing literature has discussed
task, structure, technology and people as elements of organizational change and to examine the
interactions between the four elements of knowledge sharing.
Design/methodology/approach – The research questions guiding the study are: How do
organizational change elements influence knowledge sharing? and What are the critical elements of
organizational change in relation to knowledge sharing? Based on Leavitt’s (1965) organizational
change model, 133 articles published between 2000 and 2012 from 13 journals were reviewed and
analyzed.
Findings – The total number of articles covering task, structure, technology and people in knowledge
sharing was 49, 79, 49 and 97, respectively. Of all references, 97 articles (72 per cent) discussed the
important ...
CONFOA 2012 - Biblioteca da Produção Intelectual da USP - Célia de Oliveira Rosa
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Instructions
You will now examine how individuals, teams, and the organization as an entity learn.
Identify the significant differences (or similarities) relevant to how each level of the organization learns. Then, prepare an evaluation of two (2) or three (3) significant opportunities that are most needed or likely to have a positive impact in the organization you have chosen to research.
Discuss how you will implement these opportunities and what changes may be required to overcome any obstacles you can anticipate.
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Your evaluation should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Pedagogic challenges in the learning organization
Full Text
· TranslateFull text
·
Introduction
In recent years pedagogical approaches appear increasingly significant regarding learning in working life, workplace learning and learning organizations. Billett (2008) conceptualizes the relations between educational efforts and peoples' everyday learning processes at work as pedagogic issues and qualities. Pedagogic activities as "work-based learning" (Siebert et al. , 2009) and "work-integrated learning" (Martin et al. , 2012) are structured educational attempts to facilitate learning processes at work showing the importance of linking pedagogy and workplace learning together. Although Senge's (1990) interest in dialogue, team learning and leaders' role as teachers, more elaborated pedagogical perspectives are not emphasized in literature on the learning organization (TLO) tradition or in the knowledge management (KM) approach particularly. However, Lustri et al. (2007) propose to connect the tradition of KM to TLO and describe a link between the technical aspects of organizational creation and storing of knowledge and a sociocultural approach of theories of learning. The authors' approach appears as a pedagogic intervention effort considering especially the strategic steering of interpretative and reflective aspects of individuals' learning processes. They also point to the importance of team learning to spread experiences and individual knowledge. Knowledge in an organization is a contextual construction, practice-based and often tacit (Gherardi, 2009). It is a result of complex social processes of team learning and appears difficult to manage effectively (Sondergaard et al. , 2007). This, in turn, increases the interest of pedagogic leadership described as a research-based inte ...
This article was downloaded by [Carnegie Mellon University].docx
This article was downloaded by: [Carnegie Mellon University]
On: 07 March 2014, At: 17:16
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,
UK
The Academy of Management
Annals
Publication details, including instructions for
authors and subscription information:
http://www.tandfonline.com/loi/rama20
Transactive Memory
Systems 1985–2010: An
Integrative Framework of Key
Dimensions, Antecedents, and
Consequences
Yuqing Ren a & Linda Argote b
a Carlson School of Management , University of
Minnesota
b Tepper School of Business , Carnegie Mellon
University
Published online: 26 Jul 2011.
To cite this article: Yuqing Ren & Linda Argote (2011) Transactive Memory
Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents,
and Consequences, The Academy of Management Annals, 5:1, 189-229, DOI:
10.1080/19416520.2011.590300
To link to this article: http://dx.doi.org/10.1080/19416520.2011.590300
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the
information (the “Content”) contained in the publications on our platform.
However, Taylor & Francis, our agents, and our licensors make no
representations or warranties whatsoever as to the accuracy, completeness,
or suitability for any purpose of the Content. Any opinions and views
expressed in this publication are the opinions and views of the authors, and
are not the views of or endorsed by Taylor & Francis. The accuracy of the
Content should not be relied upon and should be independently verified with
http://www.tandfonline.com/loi/rama20
http://www.tandfonline.com/action/showCitFormats?doi=10.1080/19416520.2011.590300
http://dx.doi.org/10.1080/19416520.2011.590300
primary sources of information. Taylor and Francis shall not be liable for any
losses, actions, claims, proceedings, demands, costs, expenses, damages,
and other liabilities whatsoever or howsoever caused arising directly or
indirectly in connection with, in relation to or arising out of the use of the
Content.
This article may be used for research, teaching, and private study purposes.
Any substantial or systematic reproduction, redistribution, reselling, loan,
sub-licensing, systematic supply, or distribution in any form to anyone is
expressly forbidden. Terms & Conditions of access and use can be found at
http://www.tandfonline.com/page/terms-and-conditions
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http://www.tandfonline.com/page/terms-and-conditions
Transactive Memory Systems 1985 – 2010:
An Integrative Framework of Key Dimensions, Antecedents,
and Consequences
YUQING REN∗
Carlson School of Management, University of Minnesota
LINDA ARGOTE
Tepper School of Business, Carnegie Mellon University
Abstract
Over two decades have passed since Wegner and his co-authors published th.
European Journal of Training and DevelopmentRevisiting knowl.docx
European Journal of Training and Development
Revisiting knowledge sharing from the organizational change perspective
Sunyoung Park Eun-Jee Kim
Article information:
To cite this document:
Sunyoung Park Eun-Jee Kim , (2015),"Revisiting knowledge sharing from the organizational change
perspective", European Journal of Training and Development, Vol. 39 Iss 9 pp. 769 - 797
Permanent link to this document:
http://dx.doi.org/10.1108/EJTD-06-2015-0042
Downloaded on: 11 December 2015, At: 17:37 (PT)
References: this document contains references to 191 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 33 times since 2015*
Access to this document was granted through an Emerald subscription provided by emerald-
srm:260117 []
For Authors
If you would like to write for this, or any other Emerald publication, then please use our Emerald
for Authors service information about how to choose which publication to write for and submission
guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.
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http://dx.doi.org/10.1108/EJTD-06-2015-0042
Revisiting knowledge sharing
from the organizational change
perspective
Sunyoung Park
Louisiana State University, Baton Rouge, Louisiana, USA, and
Eun-Jee Kim
Korea Advanced Institute of Science and Technology (KAIST),
Daejeon, South Korea
Abstract
Purpose – The purpose of this study is to identify how knowledge sharing literature has discussed
task, structure, technology and people as elements of organizational change and to examine the
interactions between the four elements of knowledge sharing.
Design/methodology/approach – The research questions guiding the study are: How do
organizational change elements influence knowledge sharing? and What are the critical elements of
organizational change in relation to knowledge sharing? Based on Leavitt’s (1965) organizational
change model, 133 articles published between 2000 and 2012 from 13 journals were reviewed and
analyzed.
Findings – The total number of articles covering task, structure, technology and people in knowledge
sharing was 49, 79, 49 and 97, respectively. Of all references, 97 articles (72 per cent) discussed the
important ...
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