Third, an overview of empirical studies studying the relat... ... middle of paper ... ...nizational learning includes some information content, a learning product (information, know-how, or understanding), a learning process which consists in acquiring, processing, and storing information, and a learner to whom the learning process is attributed”. Therefore Nonaka (1994) emphasizes the roles of informal communities for social interaction on one hand and the formal provisions for building knowledge on the other hand in the process of organizational learning. Malerba (1992) advances the following propositions concerning learning: • learning is a costly and targeted process that takes place within the firm; • learning is linked to different sources of knowledge that may be either internal or external to the firm; • learning is cumulative and increases firms' stock of knowledge; • firms' specific stock of knowledge generate mostly local and incremental inn
Introduction (All) Organizations have one way other the capabilities through the integration of tacit and explicit knowledge. However, to become competitive advantage or ‘succeed’ in accomplishing the goals set by the organization, management will have to endeavor in knowledge management and dynamic capabilities in order to expand their learning capacities. In this perspective, Smith and Prieto (2008) elaborated in their article the attempt of integrating these two crucial elements (knowledge management and dynamic capabilities) for effective organizational learning. The following section deciphers through a brief analysis of Smith and Prieto (2008) article: Easterby-Smith and Prieto (2008) Article Analysis The authors preceded by providing
Wilson’s model focused on a number of important issues including how information works, the need for information, models and seeking information but particularly on the idea of “whole life” and the method of research most suitable to this and the nature of information science as an academic subject. (Diane H. Sonnenwald). Kuhlthau’s model focused on the emotions of information seeking, she stated, “people experience the information search process as... ... middle of paper ... ...e can improve our methods and enhance our results. Works Cited: Bates, Marcia J. (2010) Information Behaviour In Encyclopaedia of Library and Information Sciences, 3rd Ed.
Most learning theories concentrate on the significance for the way that learning is delivered. Behaviourist Approach to Learning This approach to learning is based on the idea that learners respond to stimuli in their environment. The role of the learning facilitator, therefore, is to provide relevant and useful stimuli so that the learner responds to and gains the required knowledge or experience. Cognitive Approach to Learning Behaviourist theories of learning essentially stress the importance of the assertiveness of the tutor, and the passive participant who is not given a great deal of choice other than to respond in a predetermined way Humanistic Approach to Learning The more recent humanist theories take into account the way that, in our society, previously polarised views of right and wrong have dissolved into a variety of potentially equally valuable truths, i.e., a pluralistic approach. The stress on valuing diversity in many organisations and in society generally is a reflection of this ideology.
Others believe that our mentoring program is sufficient for knowledge management. Yet for specialty skills such as those found with the IT function, knowledge management has become about change management and process documentation. Following an analysis of the popular literature, Hislop (2013) offered that, Knowledge management is an umbrella term which
This may be especially true for constructivism where there can be a common misunderstanding of what constructivism actually is and how to apply it to learning. Before this paper looks at why I lean toward a constructivist theory it is important that one understand what constructivism is. There are many differing views on what the precise definition of constructivism, however, it is generally accepted that constructivism is a theory that elucidates human learning as a dynamic attempt to create meaning in the world around us (Fritscher, 2008). That is to say learners construct meaning/knowledge as part of a process of making sense of their experience and the experiences of others (Rollocf, 2010). In order for the learners to be able to do this we as educators must follow the four basic criterions of constructivist teaching as set forth by Baviskar, Hartle, and Whitney (2009).
Each article explains different factors about the two terms that would give readers a better understanding. Throughout my research I have reviewed a few that I believe will help many to understand the difference between organizational learning and learning organizations. One individual who views learning organizations in a very special manner is Peter Senge. Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. This statement explains Senge’s beliefs about the learning organization.
1.1 RESEARCH OVERVIEW Literature of this topic indicates that there is no specific definition for knowledge sharing. Most of the researchers defined knowledge sharing based on their own point of view. Davenport and Prusak (1998) define knowledge management as a process that support knowledge collection, sharing and dissemination. Knowledge sharing in the same studies defined as process that involves exchanging knowledge between individuals and groups. Alavi and Leider (2001) defined knowledge sharing as the process of disseminating knowledge throughout the organization.
In addition, in terms of knowledge-based process, knowledge and organizational learning are define as aired (Leonard and Straus, 1997; Leonard- Barton, 1995), and measurement of knowledge as intellectual property or assets is advocate as an important component of management control systems for future organizations (Edvinsson ... ... middle of paper ... ... organization. The author addresses this article to any organization that applies knowledge management process in managing their activities, as the issue nowadays became an interesting issue. The information appears to be valid and well researched, as the relevancies of each knowledge management process have discussed and presented clearly. This study covered on the area of knowledge management at the middle stage, so organizations that take knowledge management as an important aspect in managing their activities can take note of this study. Works Cited Armistead, C. (1999).
In this method, learning activities center most on students’ exploration or application of knowledge in the lesson. It also represents a significant shift away from a typical teacher-centered and lectured-centered in a classroom. According to Nada (2012) collaborative learning activities help students in learning through their own and more likely to increase the engagement in the course