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Journal ArticleDOI

Desafios da Pesquisa em Aprendizagem Organizacional

07 Jan 2015-Cadernos Ebape.br (Fundação Getulio Vargas, Escola Brasileira de Administração Pública e de Empresas)-Vol. 13, Iss: 1, pp 83-102
TL;DR: In this article, a literature review on organizational learning points out five main challenges faced by researchers from this field, and they deserve a special attention at the time of planning research projects in this area.
Abstract: This literature review on organizational learning points out five main challenges faced by researchers from this field. The challenges identified had a theoretical, conceptual, and methodological nature and they deserve a special attention at the time of planning research projects in this area. The first finding of the bibliographical survey is that there is not a theory of organizational learning and, therefore, researchers face the challenge of building theory related to this complex and multifaceted phenomenon. In turn, the second challenge refers to multilevel analysis of a process that takes place at the individual level and goes beyond the group, the organization, and other organizations, requiring a suitable analytical model. The theme has been studied by several disciplines from different perspectives, representing the third research finding and the challenge of building interdisciplinary bridges to develop a comprehensive and useful theory in various fields of science. This challenge becomes even more complex given the verification of the multiplicity of research concepts and constructs directly related to the same processes of generating and operating knowledge for organizational adaptation and performance. Finally, the fifth challenge refers to research methodologies on organizational learning, with barely explored possibilities and hegemony of instruments of individual perception.
Citations
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Journal ArticleDOI
01 Jul 2017
TL;DR: In this article, a study of escalas utilizadas for investigating aprendizagem organizacional (AO) is presented, with a focus on processos, fatores, and desempenho.
Abstract: Objetivou-se analisar escalas utilizadas para investigar a aprendizagem organizacional (AO), tomando-se como referencias as clivagens existentes no campo (relacoes entre aprendizagem individual e AO, AO e organizacoes de aprendizagem (OA), niveis de AO e suas relacoes, quem aprende? ou o fenomeno da conversao de AI em AO). As 24 escalas selecionadas foram classificadas em: (1) foco em processos e resultados da aprendizagem; (2) foco em fatores que facilitam a aprendizagem; (3) foco em AO e desempenho. Todas as escalas revisadas nao estimulam a associacao das evocacoes dos entrevistados com experiencias concretas de aprendizagem. Tratam sempre de aprendizagens genericas/abstratas, sugerindo que os respondentes aprendem continuamente e, consequentemente, inexistem fronteiras entre situacoes de trabalho e de aprendizagem. Verifica-se ainda tendencia ao desenvolvimento de escalas parcimoniosas e multiniveis, embora poucas considerem o nivel interorganizacional. Tambem a problematica de conversao de AI em AO ainda e negligenciada, mesmo naquelas escalas que focam processos; a aprendizagem de individuos nas organizacoes confunde-se com AO, sobretudo nas escalas de enablers e de AO e desempenho, mas nao so nessas; os constructos de AI e de AO sao medidos exclusivamente por autopercepcao dos respondentes; confusao entre os conceitos de AO e de OA; e o predominio de variaveis nao financeiras para medir o construto “desempenho” como variavel dependente da AO.

11 citations

Journal ArticleDOI
04 Sep 2020
TL;DR: The presente estudio esta enmarcado en las organizaciones que aprenden. as discussed by the authors analyzes la percepciones de los gestores educativos sobre el aprendizaje organizado.
Abstract: El tema del presente estudio esta enmarcado en las organizaciones que aprenden. El objetivo de la investigacion fue analizar las percepciones de los gestores educativos sobre el aprendizaje organiz...

6 citations

Journal ArticleDOI
01 Oct 2017
TL;DR: In this paper, a conceptual analysis model was developed and applied through a multicase study of three companies and the most important variables for the consolidation of the learning process were regulation, entrepreneurs, Research & Development (R&D) networks and the existence of an environmental management process.
Abstract: As environmental issues guide the actions of companies through their innovation agenda, organizational learning emerges as an important element of analysis. It has been suggested that the concepts of organizational learning and learning for sustainability must converge in order to establishing themselves as antecedents of the environmental innovation process, and from there a new field of analysis - Organizational Learning for Environmental Innovation. This work aims to identify inducers that determine organizational learning for environmental innovation. A conceptual analysis model was developed and applied through a multicase study of three companies. As analyzed, the most important variables for the consolidation of the learning process were regulation, entrepreneurs, Research & Development (R&D) networks and the existence of an environmental management process. These are all very important for learning process consolidation. It is inferred that organizational learning process variables for environmental innovation differ in intensity depending on the business model adopted, the degree of manager autonomy, the type of employee environmental education, the cultural environment and entrepreneur profile.

6 citations

Book Chapter
01 Sep 2010

5 citations

Journal ArticleDOI
TL;DR: In this paper, a trabalho se teve o objetivo de compreender como ocorre o desenvolvimento da aprendizagem nos niveis individual, grupal e organizacional, a partir da percepcao dos gestores de uma empresa do setor Farmaceutico.
Abstract: Neste trabalho se teve o objetivo de compreender como ocorre o desenvolvimento da aprendizagem nos niveis individual, grupal e organizacional, a partir da percepcao dos gestores de uma empresa do setor Farmaceutico. Para tanto, assumiu-se uma abordagem qualitativa, tomando a entrevista semiestruturada enquanto instrumento para a coleta de dados. As entrevistas foram realizadas com os gestores da empresa pesquisada. Como principais resultados, constatou-se que a aprendizagem, em multiplos niveis (individual, grupal e organizacional), ocorre por varios meios na industria farmaceutica, manifestando-se enquanto formas de compartilhamento que se configuram como fundamentais para a competitividade da organizacao. Palavras-chave: Aprendizagem organizacional. Aprendizagem individual. Aprendizagem grupal.

4 citations

References
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Journal ArticleDOI
TL;DR: The dynamic capabilities framework as mentioned in this paper analyzes the sources and methods of wealth creation and capture by private enterprise firms operating in environments of rapid technological change, and suggests that private wealth creation in regimes of rapid technology change depends in large measure on honing intemal technological, organizational, and managerial processes inside the firm.
Abstract: The dynamic capabilities framework analyzes the sources and methods of wealth creation and capture by private enterprise firms operating in environments of rapid technological change. The competitive advantage of firms is seen as resting on distinctive processes (ways of coordinating and combining), shaped by the firm's (specific) asset positions (such as the firm's portfolio of difftcult-to- trade knowledge assets and complementary assets), and the evolution path(s) it has aflopted or inherited. The importance of path dependencies is amplified where conditions of increasing retums exist. Whether and how a firm's competitive advantage is eroded depends on the stability of market demand, and the ease of replicability (expanding intemally) and imitatability (replication by competitors). If correct, the framework suggests that private wealth creation in regimes of rapid technological change depends in large measure on honing intemal technological, organizational, and managerial processes inside the firm. In short, identifying new opportunities and organizing effectively and efficiently to embrace them are generally more fundamental to private wealth creation than is strategizing, if by strategizing one means engaging in business conduct that keeps competitors off balance, raises rival's costs, and excludes new entrants. © 1997 by John Wiley & Sons, Ltd.

27,902 citations

Journal ArticleDOI
TL;DR: In this paper, the authors consider the relation between the exploration of new possibilities and the exploitation of old certainties in organizational learning and examine some complications in allocating resources between the two, particularly those introduced by the distribution of costs and benefits across time and space.
Abstract: This paper considers the relation between the exploration of new possibilities and the exploitation of old certainties in organizational learning. It examines some complications in allocating resources between the two, particularly those introduced by the distribution of costs and benefits across time and space, and the effects of ecological interaction. Two general situations involving the development and use of knowledge in organizations are modeled. The first is the case of mutual learning between members of an organization and an organizational code. The second is the case of learning and competitive advantage in competition for primacy. The paper develops an argument that adaptive processes, by refining exploitation more rapidly than exploration, are likely to become effective in the short run but self-destructive in the long run. The possibility that certain common organizational practices ameliorate that tendency is assessed.

16,377 citations

Journal ArticleDOI
TL;DR: The literature on knowledge acquisition is voluminous and multi-faceted as mentioned in this paper, and so the knowledge acquisition construct is portrayed as consisting of five subconstructs or subprocesses: 1 drawing on knowledge available at the organization's birth, 2 learning from experience, 3 learning by observing other organizations, 4 grafting on to itself components that possess knowledge needed but not possessed by the organization, and 5 noticing or searching for information about the environment and performance.
Abstract: This paper differs from previous examinations of organizational learning in that it is broader in scope and more evaluative of the literatures. Four constructs related to organizational learning knowledge acquisition, information distribution, information interpretation, and organizational memory are articulated, and the literatures related to each are described and critiqued. The literature on knowledge acquisition is voluminous and multi-faceted, and so the knowledge acquisition construct is portrayed here as consisting of five subconstructs or subprocesses: 1 drawing on knowledge available at the organization's birth, 2 learning from experience, 3 learning by observing other organizations, 4 grafting on to itself components that possess knowledge needed but not possessed by the organization, and 5 noticing or searching for information about the organization's environment and performance. Examination of the related literatures indicates that much has been learned about learning from experience, but also that there is a lack of cumulative work and a lack of integration of work from different research groups. Similarly, much has been learned about organizational search, but there is a lack of conceptual work, and there is a lack of both cumulative work and syntheses with which to create a more mature literature. Congenital learning, vicarious learning, and grafting are information acquisition subprocesses about which relatively little has been learned. The literature concerning information distribution is rich and mature, but an aspect of information distribution that is central to an organization's benefitting from its learning, namely how units that possess information and units that need this information can find each other quickly and with a high likelihood, is unexplored. Information interpretation, as an organizational process, rather than an individual process, requires empirical work for further advancement. Organizational memory is much in need of systematic investigation, particularly by those whose special concerns are improving organizational learning and decision making.

8,041 citations

Journal ArticleDOI
TL;DR: The argument is made that dynamic capabilities are shaped by the coevolution of these learning mechanisms, and the relative effectiveness of these capability-building mechanisms is analyzed here as contingent upon selected features of the task to be learned, such as its frequency, homogeneity, and degree of causal ambiguity.
Abstract: This paper investigates the mechanisms through which organizations develop dynamic capabilities, defined as routinized activities directed to the development and adaptation of operating routines. It addresses the role of (1) experience accumulation, (2) knowledge articulation, and (3) knowledge codifi- cation processes in the evolution of dynamic, as well as operational, routines. The argument is made that dynamic capabilities are shaped by the coevolution of these learning mechanisms. At any point in time, firms adopt a mix of learning behaviors constituted by a semiautomatic accumulation of experience and by deliberate investments in knowledge articulation and codification activities. The relative effectiveness of these capability-building mechanisms is analyzed here as contingent upon selected features of the task to be learned, such as its frequency, homogeneity, and degree of causal ambiguity. Testable hypotheses about these effects are derived. Somewhat counterintuitive implications of the analysis include the relatively superior effectiveness of highly deliberate learning processes such as knowledge codification at lower levels of frequency and homogeneity of the organizational task, in contrast with common managerial practice.

6,011 citations

Journal ArticleDOI
TL;DR: In this paper, a comparative model of organizations as interpretation systems is proposed, which describes four interpretation modes: enacting, discovering, undirected viewing, and conditioned viewing, each mode is determined by management's beliefs about the environment and organizational intrusiveness.
Abstract: A comparative model of organizations as interpretation systems is proposed. The model describes four interpretation modes: enacting, discovering, undirected viewing, and conditioned viewing. Each mode is determined by (1) management's beliefs about the environment and (2) organizational intrusiveness. Interpretation modes are hypothesized to be associated with organizational differences in environmental scanning, equivocality reduction, strategy, and decision making.

4,824 citations