Search results

1

Learning PR. Methodological and legitimation-based learning in PR - A theorethical approach and empirical findings

100%

Hoffjann O., Lohse M.

Central European Journal of Communication

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2016

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vol. 9

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issue 2 (17)

247-265

2

School as a Professional LEARNING Community: A Comparison of the Primary and Lower Secondary Levels of Czech Basic Schools

100%

Novotný P., Pol M., Hloušková L., Lazarová B., Sedláček M.

The New Educational Review

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2014

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vol. 35

163-174

EN

This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.

3

Organizační učení v realitě života školy: impulzy, témata, strategie řízení

100%

Sedláček M., Pol M., Novotný P., Hloušková L., Lazarova B.

Studia paedagogica

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2012

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issue 2

27-49

EN

This paper investigates organizational learning at schools. We use empirical data that were gathered in 2011 in three primary and lower secondary schools. The paper describes the characteristic features of the schools and it discusses the impulses for organizational learning in schools, its topics, applied strategies of managing of organisational learning and also the factors that support or undermine it. The paper concludes by explaining the connected nature of the qualitative phase of the research with a related phase that is designed as a quantitative one.

4

Does experience exert impact on a public-private partnership performance? The case of Poland

100%

Węgrzyn J.

Equilibrium. Quarterly Journal of Economics and Economic Policy

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2018

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vol. 13

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issue 3

509-522

EN

Research background: Researchers traditionally assume that learning is a product of experience. In general, it means that learning can only take place through the attempt to solve a problem and therefore only takes place during activity (Arrow, 1962). On the ground of organizational theory, it has two implications. First, we can agree that repeated activity requires less effort. Second, we can argue that firms undertake activities, with which they have been the most successful in the past and that they expect to be the most successful in the future. Purpose of the article: The aim of the research is twofold. Firstly, this article aims to investigate if we can identify a relationship between the experience in PPP projects and the performance of initiatives of this kind. Secondly, the article aims to provide an interpretation of the relationship between experience and PPP performance. Methods: This research investigates factors influencing the survival of PPP projects in Poland over the period 2009?2015. Cox proportional hazard model is utilized to distinguish between PPPs that succeeded to the operation phase and those that were canceled on the procurement stage. Findings & Value added: The research confirms the existence of a positive relationship between experience in PPP and the outcome of a PPP development.

5

Inter- and intra-firm learning synergy through integrating absorptive capacity and employee suggestion processes: The case study of Frauenthal Automotive Toruń company

100%

Lis A., Sudolska A.

Journal of Entrepreneurship, Management and Innovation

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2017

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vol. 13

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issue 1

25-68

EN

The aim of the paper is to study relationships between the processes of absorptive capacity (inter-firm learning) and learning lessons through employee suggestions (intra-firm learning) and identify potential synergies between them. The research interest is focused on investigating the following problems: (1) How do organizations apply external knowledge to support intra-organizational learning processes? (2) How should the employee suggestion system be organized to increase (or build) absorptive capacity? The exploratory case study analysis is applied to answer research questions and achieve the aim of the study. The unit of analysis is constituted by inter-firm and intra-firm learning processes observed in the firm Frauenthal Automotive Toruń (FTO).

6

Developing the Culture of Collective Learning Among Malaysian Teachers

100%

Ishak R., Siraj S.

The New Educational Review

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2013

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vol. 33

284-291

EN

Dynamic changes in education urge teachers to learn continuously to improve their knowledge via formal or informal means. This paper discusses teachers’ collective learning practices in order to build a culture of collective learning among teachers. Questionnaires were distributed to 321 teachers in 14 High Performing Schools (HPS) throughout Malaysia. The results indicated that HPS possessed collective learning culture when all the collective learning activities were practiced at a high level by the teachers.

7

Uczenie się organizacyjne i organizacja ucząca się (rozważania analityczno-porównawcze)

100%

Antczak Z.

Społeczeństwo i Ekonomia

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2014

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issue 1 (1)

225-237

EN

Trying to find the definition the author of the article reviewed the literature and then the analysis of meaning of notions connected with organizational learning and learning organization. Next he diagnosed the relations between them and summarized the work with the qualitative analysis of the research findings.

8

The Relationship between Intellectual Capital and Organizational Agility through the Mediating of Organizational Learning

100%

Shami S., Nastiezaie N.

The New Educational Review

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2019

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vol. 56

184-194

EN

The main goal of this research is to identify a relationship between intellectual capital and organizational agility through the mediating of organizational learning. The presented study is an applied and correlational research method based on structural equation modeling. 218 teachers of Zahedan high schools were studied by the stratified random sampling method. To collect information, three questionnaires were used: intellectual capital (adapted from Bontis, 1998), organizational agility (Soleimani, 2013) and organizational learning (Chiva, 2007). For data analysis, the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel. Based on results, the amount of the correlation coefficient of intellectual capital with organizational agility (r=0.566, p<0.01), intellectual capital with organizational learning (r=0.378, p<0.01), organizational learning with organizational agility (r=0.424, p<0.01) was significant. The direct effect of intellectual capital on organizational agility (β=0.56, t=6.56), the direct effect of intellectual capital on organizational learning (β=0.39, t=5.12) and the direct effect of organizational learning on organizational agility (β=0.2, t=2.89) were significant. The indirect effect of intellectual capital on organizational agility was also significant with the mediator role of organizational learning (β=0.078). Therefore, intellectual capital can lead to organizational learning and organizational agility.

9

Outsourcing of knowledge as an accelerator of changes towards the enterprise renewal

88%

Sobińska M., Mierzyński J.

Informatyka Ekonomiczna

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2013

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issue 4(30)

253-266

EN

This paper attempts to present the concept of transformation of the organization using the theory of strategic renewal in the organizational learning. This indicates that the regeneration processes of enterprises form the basis of organizational changes to enable an evolutionary development towards implementation of enterprise learning mechanisms. Emerging new aspect of this paper is to discuss the benefits it can bring to organizations using external resources (outsourcing tools) to enhance the renewal process.

10

Organizational Mental Map and Conative Competences

88%

Kovač D., Bertoncelj A.

Organizacija

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2008

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vol. 41

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issue 4

127-135

EN

Employees with their knowledge, skills, behavior and personal traits impact the organizational learning. The concept of organizational mental map and conative competences, as inborn underlying characteristic that is influenced by employees being involved as well as endogenous and exogenous factors, is presented. Three Slovene small to mid-sized companies were studied in respect to the individual factors, especially conative competences, of their employees. The study suggests that conative side of mind and thus conative competences can actually influence the organizational learning. What matters in contemporary management practice is how hidden potentials are set free and how they intrinsically motivate employees according to their personal differences in capabilities. As conative competences are inborn and can not be learned but only encouraged, contrary to cognitive competences, it is important to better understand employees' personal traits.

11

Collective Learning towards Sustainable Tourism

88%

Oxenswärdh A.

Studia Periegetica

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2017

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vol. 18(2)

25-38

EN

The purpose of this paper is to discuss collective learning as a tool for a deeper understanding of sustainability. The author describes how collective learning can be incorporated by organisations involved in tourism. The discussion is based on literature review. It is argued that the introduction of powerful learning processes in the organizational context can generate a new kind of thinking, which can lead to individual and organizational transformation. The article makes a contribution to the study of learning in organisations.

12

Proces uczenia w organizacji (rozważania eksploracyjno-semantyczne)

75%

Antczak Z.

Nauki o Zarządzaniu

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2013

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issue 2(15)

9-21

EN

The article presents the issue of preliminary results of the research of literature from the point of view of organizational learning. The author diagnosed the scientific scope of such notions as: learning, learning cycle, learning under ambiguity and organizational learning. He also identified and systematized reports from the point of view of knowledge management in an organization. The work is summarized with the qualitative analysis of the research findings.

13

Proces uczenia się o interesariuszach w publicznym podmiocie leczniczym

63%

Frączkiewicz-Wronka A., Dyaczyńska K.

Zdrowie Publiczne i Zarządzanie

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2012

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vol. 10

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issue 3

177–188

EN

The functioning of modern healthcare organization is determined by the increasing demands of the beneficiaries of health services, budgetary constraints and the need for political consensus. These problems generate increased spending on public health needs and force policy makers to seek effective management instruments. Pro-efficiency solutions for public sector lead healthcare managers to build flexible strategies which mean the necessity of preparation and often redefining the strategic goals and ways to achieve them as a response for stakeholder’s needs. That makes knowledge and learning process about stakeholders an important part of a new public management paradigm. This paper consists of theoretical part, where on the basis of literature studies problems of organizational learning are presented, as well as practical part which presents some research results being a part of three projects carried out by the Department of Public Management and Social Sciences – Stakeholder analysis in the management of the public organization carried out in 2009-2011, Learning Organizations Survey in public health care units carried out in 2010 and the Organizational culture of public organizations carried out in 2012-2014

14

Wspólnota działań w perspektywie badań organizacyjnych

63%

Bendkowski J.

Organizacja i Zarządzanie : kwartalnik naukowy

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2014

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vol. nr 1

5--21

PL

Terminem „wspólnota działań” określa się samoorganizującą i niesformalizowaną grupę ludzi, zainteresowanych rozwiązaniem określonego problemu, i w tym celu współpracujących ze sobą przez dłuższy czas w formie wymiany pomysłów, szukania rozwiązań i tworzenia nowej wiedzy. Niejednoznaczność pojęcia „wspólnota działań” doprowadziła do chaosu terminologicznego i metodologicznego. Celem niniejszego artykułu jest uporządkowanie obszaru badawczego poprzez przedstawienie badań wspólnot działań funkcjonujących w środowisku organizacyjnym.

EN

The term „community of practice” refers to a self-organized and in formal group of people interested in solving their problems and the re fore working together exchanging ideas, finding solutions and creating new knowledge. The ambiguity of the term „community of practice” led to terminological and methodological chaos. The aim of this article is to clear the relevant terminology by presenting CoP research in organization studies literature.

15

How to Strengthen Positive Organizational Behaviors Fostering Experiential Learning? The Case of Military Organizations

63%

Lis A.

Journal of Entrepreneurship, Management and Innovation

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2012

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vol. 8

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issue 4

21-34

EN

The aim of the paper is to study the challenges concerning organizational behaviors crucial for Lessons Learned capabilities in military organizations as well as to indentify the solutions and recommendations to develop and strengthen positive organizational culture, climate and behaviors fostering experiential learning. The attention is focused around positive behaviors recognized by NATO as the key success factors for Lessons Learned capabilities such as: the engagement of leaders, positive mindset, willingness to share information and stakeholder involvement. The contents of the paper are mainly based on the interviews with Lessons Learned experts and practitioners representing both NATO commands, bodies and national Lessons Learned military organizations. Moreover, the outcomes of the analysis of selected military documents and the literature survey contributed to the study.

16

Znaczenie wybranych modeli w budowie organizacji uczących się

63%

Jednoralska A.

Studia i Materiały

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2012

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issue 1–2/2012 (14–15)

78 - 91

PL

Artykuł ma charakter przeglądu literatury, w związku z czym autorka przedstawia i szeroko omawia wybrane modele i odpowiadające im narzędzia diagnostyczne organizacji uczących się. Zaprezentowane zostały szczegółowo trzy modele organizacji uczących się, autorstwa Marsick i Watkins; Pedlera Burgogne’a i Boydella oraz Garvina, Gino i Edmondson oraz omówione zostały odpowiadające im narzędzia diagnostyczne. W wyniku dokonanego przeglądu modeli i narzędzi diagnostycznych porównano je oraz oceniono. Dodatkowo, określono ich podobieństwa i różnice oraz możliwości i ograniczenia ich wykorzystania w badaniu organizacji uczących się. Określono tym samym zalety i wady prezentowanych modeli i narzędzi oraz oszacowano ich znaczenie w budowie organizacji uczącej się.

EN

The article is a review of a literature on the topic of models of learning organizations. It presents and widely discusses the selected models and corresponding diagnostic tools of learning organizations. Three models and diagnostic tools of learning organizations of which Marsick and Watkins; Pedler, Burgogne, Boydell and Garvin, Gino and Edmondson are the authors were elaborated. As a result of this review, a comparison and an evaluation of the three was achieved. In addition, the similarities and differences between the three models and their ability and limits of use in the research on the learning organizations were stated. Moreover, pros and cons of each presented model and tool were identified and model’s and tool’s significance in the process of building a learning organization.

17

Cztery ćwiartki biograficznego uczenia się

51%

Solarczyk-Szwec H.

Rocznik Andragogiczny

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2015

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vol. 22

119-134

EN

The subject of the analysis is the discourse of biographical learning that is present in Polish andragogy. The key factors of the issue that are spread between biographical learning of the individual and community/society and awareness and unawareness of such process were singled out and among those elected fields (four quarters) further reflection was led. The aim of this action was reorganization of the discourse of biographical learning from the perspective of the chosen criteria which can set a basis for further research which could deepen the pedagogic value and meaning of lifelong learning.

PL

Przedmiotem analizy jest dyskurs na temat uczenia się biograficznego, jaki toczy się w polskiej andragogice. Wyprowadzono z niego kluczowe dla tytułowego zagadnienia wymiary rozpięte na osiach pomiędzy biograficznym uczeniem się jednostki oraz społeczeństwa/społeczności, a także świadomością i nieświadomością tego procesu i w obrębie tak wyznaczonych obszarów (czterech ćwiartek) poprowadzono dalszą refleksję. Celem tego zabiegu była reorganizacja dyskursu na temat biograficznego uczenia się z punktu widzenia wybranych kryteriów, co stanowić może podstawę dalszych badań, pogłębiających pedagogiczną wartość i sens uczenia się przez całe życie.

18

Models, Metaphors and Symbols for Information and Knowledge Systems

51%

Williams D.

Journal of Entrepreneurship, Management and Innovation

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2014

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vol. 10

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issue 1

79-108

EN

A literature search indicates that Data, Information and Knowledge continue to be placed into a hierarchical construct where it is considered that information is more valuable than data and that information can be processed into becoming precious knowledge. Wisdom continues to be added to the model to further confuse the issue. This model constrains our ability to think more logically about how and why we develop knowledge management systems to support and enhance knowledge-intensive processes, tasks or projects. This paper seeks to summarise development of the Data-Information-Knowledge-Wisdom hierarchy, explore the extensive criticism of it and present a more logical (and accurate) construct for the elements of intellectual capital when developing and managing Knowledge Management Systems.

19

Becoming a Learning Organization Through Dynamic Business Process Management

51%

Szelągowski M.

Journal of Entrepreneurship, Management and Innovation

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2014

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vol. 10

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issue 1

147-166

EN

As customers demand easier access to individualized products and services, companies now face an ongoing problem of how to deliver flexible and innovative solutions while maintaining efficiency and competitiveness. In this environment, the only sustainable form of competitive advantage rests in the ability to learn faster than the competition (de Geus, 1988). The article returns to the somewhat forgotten concept of the learning organization and explores how its principles can be applied with the use of dynamic business process management (dynamic BPM). Enabling in this concept individual or team-based limited experimentation and providing conditions for learning though experience in the course of performing business processes allows for the constant creation of practical knowledge. This article provides examples of how dynamic BPM facilitates the constant creation and verification of practical knowledge, with the aim of improving and adapting processes to maintain the competitive advantage of the organization.

Refine search results

Learning PR. Methodological and legitimation-based learning in PR - A theorethical approach and empirical findings

School as a Professional LEARNING Community: A Comparison of the Primary and Lower Secondary Levels of Czech Basic Schools

Organizační učení v realitě života školy: impulzy, témata, strategie řízení

Does experience exert impact on a public-private partnership performance? The case of Poland

Inter- and intra-firm learning synergy through integrating absorptive capacity and employee suggestion processes: The case study of Frauenthal Automotive Toruń company

Developing the Culture of Collective Learning Among Malaysian Teachers

Uczenie się organizacyjne i organizacja ucząca się (rozważania analityczno-porównawcze)

The Relationship between Intellectual Capital and Organizational Agility through the Mediating of Organizational Learning

Outsourcing of knowledge as an accelerator of changes towards the enterprise renewal

Organizational Mental Map and Conative Competences

Collective Learning towards Sustainable Tourism

Proces uczenia w organizacji (rozważania eksploracyjno-semantyczne)

Proces uczenia się o interesariuszach w publicznym podmiocie leczniczym

Wspólnota działań w perspektywie badań organizacyjnych

How to Strengthen Positive Organizational Behaviors Fostering Experiential Learning? The Case of Military Organizations

Znaczenie wybranych modeli w budowie organizacji uczących się

Cztery ćwiartki biograficznego uczenia się

Models, Metaphors and Symbols for Information and Knowledge Systems

Becoming a Learning Organization Through Dynamic Business Process Management