EXPANDING THE MODEL OF ORGANIZATIONAL LEARNING: SCOPE, CONTINGENCIES, AND DYNAMICS/SIRITEV MODELA ORGANIZACIJSKEGA UCENJA: OBSEG, KONTINGENCNOST IN DINAMICNOST

Our paper seeks to contribute to the understanding of organizational learning by (a) integrating existing models of organizational learning into a single model and (b) expanding the model to include inter-organizational learning, adding key contingencies suggested by the growing literature on neurol...

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Bibliographic Details
Published in:Economic and business review for Central and South-Eastern Europe 2016-06, Vol.18 (2), p.183
Main Authors: Grah, Barbara, Dimovski, Vlado, Snow, Charles C, Peterlin, Judita
Format: Article
Language:English
Subjects:
Collaboration
Designers
Explicit knowledge
Information processing
Knowledge acquisition
Learning
Literature reviews
Memory
Organizational learning
Theory
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Summary:Our paper seeks to contribute to the understanding of organizational learning by (a) integrating existing models of organizational learning into a single model and (b) expanding the model to include inter-organizational learning, adding key contingencies suggested by the growing literature on neuroleadership, and incorporating a process dimension to reflect the fact that organizational learning is continuous and dynamic. The resulting expanded model of organizational learning encompasses four levels on which learning can occur: individual, team, organizational, and inter-organizational. The overall validity of the model is illustrated by applying it to two knowledge-intensive Slovenian firms. Implications for theory and practice are discussed./S clankom ¿elimo poglobiti razumevanje konstrukta organizacijskega ucenja preko (a) vkljucitve obstojecih modelov organizacijskega ucenja v celovit model ter (b) siritvijo modela z vkljucitvijo med-organizacijskega ucenja, dodanimi kljucnimi kontingencnimi faktorji na podlagi narascajoce literature o nevrovodenju ter vkljucitvijo procesne dimenzije, ki odra¿a dejstvo, da je organizacijsko ucenje kontinuiran in dinamicen proces. Predlagani razsirjeni model organizacijskega ucenja zajema stiri ravni, na katerih se pojavlja organizacijsko ucenje: individualno, timsko, organizacijsko in med-organizacijsko. Splosna veljavnost modela je ilustrirana z aplikacijo le-tega na dveh primerih na znanju temeljecih slovenskih podjetij. Podane so tudi implikacije za teorijo in prakso.
ISSN:1580-0466
2335-4216
DOI:10.15458/85451.21