oru.sePublikationer
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Organisational learning: Theoretical shortcomings and practical challenges
Örebro University, Örebro University School of Business. (CEROC)ORCID iD: 0000-0002-2156-680X
2014 (English)In: Dynamic relationships management journal, ISSN 2232-5867, Vol. 3, no 1, 31-42 p.Article in journal (Refereed) Published
Abstract [en]

This paper addresses two problems related to learning and the use of knowledge at work. The first problem is the theoretical shortcomings stemming from the controversy between three different concepts of ‘organisational learning.’ In order to enhance scholarship in this field the notion that organisations - as organisations - can learn need to be rejected for theoretical and empirical reasons. The metaphorical use of ‘organisational learning’ creates only confusion. Learning is a process and knowledge is the outcome of that process. It is argued that learning and knowledge is only related to individuals. Knowledge is thus the individual capability to draw distinctions, within a domain of action, based on an appreciation of context or theory. Consequently, knowledge becomes organisational when it is created, developed and transmitted to other individuals in the organisation. In a strict sense knowledge becomes organisational when employees use it and act based on generalisations due to the rules and procedures found in their organisation. The gravest problem is practical challenges due to the fact that the emphasis on learning, knowledge and competence of the working force do not materialize in the application of the knowledge acquired. It is evident that employees do not use their increased knowledge. However, we do not know why they do not use it. An enormous waste of money is spent on learning and knowledge in organisations which does not yield what is expected. How can managers act in order to enhance the application of increased knowledge possessed by the workforce?

Place, publisher, year, edition, pages
Ljubljana, Slovenia: The Slovenian Academy of Management , 2014. Vol. 3, no 1, 31-42 p.
Keyword [en]
individual learning, organisational learning, knowledge, metaphor, anthropomorphism
National Category
Economics and Business
Research subject
Business Studies
Identifiers
URN: urn:nbn:se:oru:diva-36518OAI: oai:DiVA.org:oru-36518DiVA: diva2:746353
Available from: 2014-09-12 Created: 2014-09-12 Last updated: 2017-10-17Bibliographically approved

Open Access in DiVA

No full text

Other links

http://www.sam-d.si/Drmj-Article.aspx?mid=1&sid=14&aid=50&article=Organisational+Learning+Theoretical+Shortcomings+and+Practical+Challenges

Authority records BETA

Andersen, Jon Aarum

Search in DiVA

By author/editor
Andersen, Jon Aarum
By organisation
Örebro University School of Business
In the same journal
Dynamic relationships management journal
Economics and Business

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 328 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf