Learning by Experience / Networks in Learning Organizations

Research suggests that there are a number of potential advantages to learning in some form of network which include being able to benefit from other’s experience, being able to reduce the risks in experimentation, being able to engage in challenging reflection and in making use of peer group support. Examples of such configurations can be found in regional clusters, in sector groupings, in heterogeneous groups sharing a common topic of interest, in user groups concerned with learning around a particular technology or application and in supply chain learning. Although there is clear potential in such shared learning and some evidence of its being achieved in a few cases it is clear that learning in such configurations does not take place automatically. This paper addresses some of the management challenges involved in setting up and nurturing learning networks. It draws particularly on case examples of learning networks in operation in the automotive components and timber products in...

2011

Professional Development is ill served by traditional ways of learn-ing. It can profit from a Learning Networks approach, which emphasizes lo-gistic, content and didactic flexibility. Three European projects are discussed–idSpace, LTfLL, Handover-which have developed tools befitting networked learning. Each in its own way, the projects illustrate the benefits of a networked learning approach.

Organization Management Journal, 2020

Purpose-The purpose of this paper is to provide an experiential learning exercise that develops student understanding of social networks within organizations. Understanding these networks can foster complete access to information and inclusive decision-making that translates into career success. Design/methodology/approach-This experiential learning classroom exercise supports all student learning styles using a puzzle to teach students to apply social network theory toward real-world decision-making. This exercise is best used in small and medium-sized classrooms with ideally 15-40 students. This simulation could be used during 50 up through 120-min class sessions. Findings-The game-like environment created by this exercise helps extend real-world understanding that may traditionally be lost with a lecture. Components within this simulation provide balanced consideration for many different learning styles. This exercise has been used successfully within a graduate-level leadership and decision-making course in at least ten sessions over 5 years. Practical implications-This is a real-time theory to practice application exercise where an experiential activity is deployed for students to understand the practical implications and application of a theoretical concept. Social implications-Organizations have internal social networks connecting employees. These connections are how information is dispersed and knowledge is shared. When these networks are understood and effectively used, it can result in more comprehensive problem-solving, valuable collaboration and the maximization of subject matter expertise within the organization. Originality/value-This is a "how-to" teaching and pedagogical exercise. It is original with the benefit of its flexibility and adaptability in the classroom.

This paper uses the conceptual tools of technology-in-practice and the enacted structures to examine the impact of Information and Communication Technologies on the activities of learning networks, that is inter-firm networks specifically formed to enable their members to share and increase their knowledge. The basic assumption is that the measurement of the real impact of Information and Communication Technologies on organisational forms and functions require the identification of the routines and everyday practices deployed before and after the implementation of a new system. Therefore the paper starts with identifying the interorganisational routines deployed by learning networks and discusses the implementation of a technological platform in three learning networks in Austria, France and Ireland. The emerging technologies-in-practice are identified and the way that these technologies-in-practice fail or succeed to enhance the relevant routines is analysed. A survey among the learning networks members gives further insights into the actual aspects of the network routines that were affected by the introduced technology and its situated usages.

The Learning Organization, 2005

Purpose-This paper aims to provide a literature synthesis of the learning organization and discuss several pertinent theoretical concepts on the subject. Design/methodology/approach-A range of works mainly from 1990-2004, which aim at providing a variety of perspectives on the learning organization, have been analyzed and discussed based on its theoretical roots and ontological perspectives. Findings-The synthesis of the literature reveals several common themes from the various learning organization definitions and discovers the greater significance of systems thinking in Senge's five disciplines. Research limitations/implications-It is not an exhaustive coverage of the learning organization literature. However it offers great research implications where several key concepts can be further explored. For example, is systems thinking really crucial to organizational learning? Practical implications-Practitioners may find the analysis of the various models in relation to Senge's five disciplines useful, as there are concepts that can be implemented in practice. Originality/value-It is the amalgamation of several key concepts in the learning organization and the analysis of these concepts in relation to The Fifth Discipline which readers will be familiar and able to identify with. People who are interested in pursuing research in the learning organization will find this paper handy as it provides a useful overview of the subject.

A Systemic Approach

The concept of the learning organization that strives continually to develop its people and processes will be an accepted philosophy of all competitive organizations in the future. Organizations are increasingly being challenged to leverage learning, as it has been widely articulated that knowledge creation and continuous learning at the individual, team, and organizational levels may be the only source of sustainable competitive advantage. Continuous learning is essential for surviving, let alone prospering, in dynamic and competitive environments. Because of this increased emphasis on learning, there has been a tremendous interest in the concept of learning organizations and the capabilities required to build learning organizations. Organizations of the future will not be able to expand into new markets and win market share unless they have a framework (technologies, people, processes, and methodologies) to use their past knowledge to gain a competitive advantage. Organizations of the 21 st century have to use the latest information technology and methodologies that can enable them to be cost effective, faster, flexible, and more competitive. Despite the growing interest in learning organizations, there are knowledge gaps in understanding about how to exploit technologies to create a suitable framework for learning organization. Our chapter A Framework for Building Learning Organizations 247 attempts to suggest a framework for building learning organizations and shows the use of systemic approach to implement our proposed framework to create learning organizations.

2002

This paper deals with the research of the realization interaction in the Finnish Virtual University's network-based studies of cognitive science in the autumn 2001. This research examines the independent study of cognitive science which occurs through a network and the face-toface study that takes place in cooperation in a group and the study that occurs in WebCT groups. The research seeks answers to the kind of interaction that promotes network-based studies and what causes a lack of interaction. The data was collected by questionnaires and observation. The results indicated that students considered interaction with the teacher and other students to be more binding than self-directed study. The expectations and biases of students did not always correspond to the objectives of studies and thus have prevented functional interaction in a network. (Author) Reproductions supplied by EDRS are the best that can be made from the original document.

This paper describes the background for, realisation of and author reflections on a network workshop held at ESERA2013. As a new research area in science education, networks offer a unique opportunity to visualise and find patterns and relationships in complicated social or academic network data. These include student relations and interactions and epistemic and linguistic networks of words, concepts and actions. Network methodology has already found use in science education research. However, while networks hold the potential for new insights, they have not yet found wide use in the science education research community. With this workshop, participants were offered a way into network science based on authentic educational research data. The workshop was constructed as an inquiry lesson with emphasis on user autonomy. Learning activities had participants choose to work with one of two cases of networks. In the one case participants studied learning processes based on student interactions as represented by a social network. In the other they investigated how text represented as networks could lead to different interpretations of the meanings embedded in the original text. In both cases they created and analysed networks using the commonly used and freely available software Gephi (gephi.org). Reflecting upon why science education researchers might be hesitant to adopt network methodology we identify a key problem for networks in science education research: The cost in resources of learning how to include network methodology in one’s research might supersede the perceived benefits of doing so. As a response to that problem, we argue that workshops can act as a road towards meaningful engagement with networks and highlight that network methodology promises new ways of interpreting data to answer questions about the processes of learning science.

Journal of Business & Industrial Marketing, 2010

Purpose -Firms collaborate for many reasons; however, sharing resources would seem a primary motive. This paper seeks to argue that in many instances firms collaborate to become part of a knowledge network -to learn about their industry and collectively use their knowledge to serve their own customers more effectively in a competitive environment. Design/methodology/approach -This is a conceptual paper; however, the authors illustrate the work with examples from the automotive industry. Findings -The authors conclude that it is necessary to expand traditional approaches to understanding networks to include the nature and purpose of the interactions between the firms, as well as the structural features of the network and the development of shared meaning and consensus among the network participants.

AI & Society, 2001

Considerable interest has been shown in models of inter-organisational collaboration including clusters, networks and recently supply chains. Arguably effective configurations of enterprises can work together to achieve some form of what is termed 'collective efficiency' which enables them to cope with the challenges of the current competitive environment. This paper addresses one aspect of such collective efficiencythe potential acceleration and improvement of the process of knowledge acquisition and capacity building through shared learning. It explores the concept of formal 'learning networks' and reports on UK research into the design and operation of such networks.