Emerald | Learning Organization, The

THE ‘ORGANIZATION’ AS AN INTERDISCIPLINARY LEARNING ZONE: USING A STRATEGIC GAME TO INTEGRATE LEARNING ABOUT SUPPLY CHAIN MANAGEMENT AND ADVERTISING

Anshu Saxena Arora — 2012-03-02 00:00:00.0

Abstract

Purpose - The research study explores the relationship amongst strategic gaming, the learning organization model and approach, and transfer of learning as key success strategies for improved individual and organizational performance and sustainable competitive advantage. This research identifies and elaborates on the strategic integration of interdisciplinary organizational areas leading to the development of a learning organization. Design/methodology/approach - The research uses a cross-sectoral case study approach to learning by focusing on the newly designed Advertising-SCM simulation consisting of a strategic organizational game where experiential learning in organizational practice was emphasized and subsequently, student learning outcome assessment results were analyzed. Findings - The Ad-SCM simulation game project strengthened the interdisciplinary business education for the learners by preparing them to connect to the corporate world effectively through the use of strategic gaming that modeled learning organization practice and transfer of knowledge, skills, attitudes and job relevant qualities to excel in the workplace. Interdisciplinary strategic games are valuable tools for learning and knowledge management within and across organizations, and need to be further investigated.Research limitations/implications - The research is useful for educators to try interdisciplinary, innovative projects to reinforce learning across all organizational disciplines in an inter-organizational setting, and improve organizational performance for a sustainable competitive advantage. The research is of great value to industry professionals as it motivates critical thinking through the use of the ‘learning organization’ as an interdisciplinary learning zone and investigates the key issues in cross-sectoral business management areas.Practical implications - Interdisciplinary Strategic gaming enables industry involvement to build up cross-disciplinary management exchanges between employees and provides real-life case scenarios for interdisciplinary research projects. This research explores the possibility of transfer of learning during the individual’s academic pursuits leading to the reduction in training costs and improved ROI for organization in the future.Originality/value - The paper utilizes an innovative research stream highlighting the relationship amongst the use of strategic gaming, becoming a learning organization and transfer of learning for effective learning and knowledge management.

USING COGNITIVE CONFLICT TO PROMOTE THE USE OF DIALECTICAL LEARNING FOR STRATEGIC DECISION-MAKERS

Jeffrey George Woods — 2012-03-02 00:00:00.0

Abstract

Purpose - The purpose of this paper is to develop a conceptual model that uses Dialectical Inquiry (DI) to create cognitive conflict in strategic decision-makers for the purpose of improving strategic decisions. Activation of the dialectical learning process using DI requires strategic decision-makers to integrate conflicting information causing cognitive conflict. Cognitive conflict is the catalyst that stimulates the creation of new knowledge in strategic decision-makers resulting in improved organizational performance.Design/methodology/approach - A conceptual model is developed that explicitly links DI to the dialectical learning process of strategic decision-makers. This model extends previous research on DI by identifying cognitive conflict as the critical component that links DI as a learning method to the process of dialectical learning in strategic decision-making.Findings - The major finding of the model of dialectical learning is that the model is an important resource that can be applied to create cognitive conflict in strategic decision-makers for the purpose of expanding the strategic options of organizations.Research limitations/implications - Empirical research on DI that focuses on the role of cognitive conflict in the dialectical learning process is lacking. It is hoped that this conceptual paper will stimulate further interest on the topic and a greater appreciation of this method of learning. Strategic decision-makers must consider alternative ways of generating new knowledge that is crucial for organizational performance.Practical implications - It is important that the benefits of creating cognitive conflict in the dialectical learning process are understood by strategic decision-makers. Training for participants in a DI learning intervention is essential to help minimize any dysfunctional behaviors that could result from affective conflict.Originality/value - This conceptual model identifies the importance of cognitive conflict in the dialectical learning process of strategic decision-makers and the critical role of cognitive conflict rather than affective conflict in the use of this learning method.

New Tools for Learning: A Case of Organizational Problem Analysis Derived from Debriefing Records in a Medical Center

Vered Holzmann, Shoshana Mischari, Shoshana Goldberg, Amitai Ziv — 2012-03-02 00:00:00.0

Abstract

Purpose - This article aims to present a unique systematic and validated method for creating a linkage between past experiences and management of future occurrences in an organization.Design/methodology/approach - The study is based on actual data accumulated in a series of projects performed in a major medical center. Qualitative and quantitative content analyses were performed on 158 debriefing documents that were generated during two years. The analyses yielded a dataset which was utilized for cluster analysis to construct an organizational hierarchical risk tree.Findings - Three major project phases were found to be the most influential: planning, executing, and controlling. The major risk areas identified were found to be those related to the initial work plan, professional responsibility definition, quality control, and communication management.Research limitations/implications - The study focuses on the aspects of organizational learning and suggests a new interpretation method for debriefing documents and a utilization method to mitigate potential risks. The most important outcome of the synergy was a new ability enabling staff members to improve their qualifications on a continuous basis. However, further research is required to examine the medical center debriefing and risk management from a long-term perspective. Originality/value - The current study was conceived during a discussion on the subject of safety improvement, where the impact of human behavior on risk events occurrence was debated. Hence, the paper was dedicated to analyzing the effects of the expanding limits of the prognosis "to err is human" (Kohn, Corrigan, and Donaldson, 2000). The method enables organizations to develop a tailored risk mitigation plan based on its accumulated processes and projects lessons-learned. Although the paper describes a process conducted in a medical center, the method and findings are applicable to many other organizations.

Are we there yet? Universities as Learning Organisations - A preliminary study

Ozlem Bak — 2012-03-02 00:00:00.0

Abstract

Purpose - The purpose of this study is to explore a department in a UK higher education (HE) institute based on Senge’s five characteristics of learning organizations. Design/methodology/approach - In this study, a case-study method was utilized. The case study entailed two lines of enquiry; a questionnaire, which was distributed to a UK HE-institution department followed by semi-structured interviews. Findings - The findings show that learning-organization characteristics were present to a limited extent. Within the department, the results showed a variation in the impact level of the five characteristics between administrative and academic groups, as well as between the new and old members of staff. Research limitations/implications - Practical implications - Originality/value - Recently, the learning-organization concept has been of interest to companies operating in both the private and public sectors; however, its implementation in a higher education setting remained limited to holistic studies assessing higher education institutes in general, rather than in studies analyzing its impact at the micro-level. Hence, this research agenda contributes at two levels of enquiry: the departmental level of learning-organization adaptation, and the level of the individuals’ experiences in the workplace.

THE RELATIONSHIP BETWEEN LEARNING CAPABILITY AND ORGANIZATIONAL PERFORMANCE:A META-ANALYTIC EXAMINATION

Swee Goh, Catherine Elliott, Tony K. Quon — 2012-03-02 00:00:00.0

Abstract

Purpose - The purpose of this paper is to present a meta-analysis of a subset of published empirical research papers that measure learning capability and link it to organizational performance. We examine both financial and non-financial performance. Design/methodology/approach - In a search of published research on learning capability and organizational performance, we identified 33 articles that met our criteria for inclusion in the meta-analysis. We considered both objective and perceptual measures of organizational performance to be acceptable. We analyzed the data using the Hunter and Schmidt (2004) meta-analysis software. Findings - The findings support a positive relationship between learning capability and organizational performance, with stronger results for non-financial than financial performance. This has significant implications for justifying the investment in building a learning capability in organizations. Recommendations for managers are provided, such as the use of learning capability measures and the need to measure performance. Research limitations/implications - We discuss the implications of these results for further theory building and development to advance knowledge in the field. This includes addressing the need for new research designs, the issue of causality, potential mediating effects and the impact of context in better understanding this complex relationship. We suggest that research is also needed to increase our understanding of how to effectively build this learning capability. Originality/value - This meta-analysis provides empirical evidence to support the value of building a learning capability in organizations.