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An example of an organizational process implemented to increase organizational learning is the U.S. Army's use of a formally structured de-brief process called an after-action review (AAR) to analyze what happened, why it happened, and how it could be improved immediately after a mission. Learning laboratories are a type or learning ...
Personal productivity improvement: knowledge fairs and 101 training sessions to help each employee make more effective personal use of the knowledge, learning, and technology resources available in the context of their work; PKM has also been linked to these tools: [citation needed] Email, calendars, task managers; Knowledge logs (k-logs)
In the theory of organisational learning, [4] routines serve as a sort of memory, especially of uncodified, tacit knowledge. In strategic management , especially in the resource-based view of firms, organisational routines form the microfoundations of organisational capabilities [ 5 ] and dynamic capabilities.
A learning organization has been described as the sum of individual learning, but there must be mechanisms for individual learning to be transferred into organizational learning. [8] Personal mastery makes possible many positive outcomes such as individual performance, self-efficacy, self-motivation, sense of responsibility, commitment ...
The Fifth Discipline: The Art and Practice of the Learning Organization is a book by Peter Senge (a senior lecturer at MIT) focusing on group problem solving using the systems thinking method in order to convert companies into learning organizations that learn to create results that matter as an organization.
Organization development (OD) is the study and implementation of practices, systems, and techniques that affect organizational change. The goal of which is to modify a group's/organization's performance and/or culture. The organizational changes are typically initiated by the group's stakeholders.
Student teams-achievement divisions (STAD) is a Cooperative learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. [1] It was devised by Robert Slavin and his associates at Johns Hopkins University.
An example would be an elevator in a two-story building. While it may have numbers for the floor to push to go to, it could just as easily function with only a "go" button. Stephen Gourlay (2006) has considered why knowledge conversion has to begin with socialization if tacit knowledge is the source of new knowledge.