Linking knowledge management, organizational learning and memory (original) (raw)
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2009
The recognition of the fact that, as of late, knowledge represents one of the most important assets of an organization, decisively influencing its competitiveness, has led to some comprehensive approaches of organizational memory. The organizational memory and the organizational learning capacity are the main sources for a competitive edge, so the main challenge is to effectively manage knowledge while maintaining the quality of formation services. The scientific investigation of literature (Crosby, 1979; Deming, 1982; Juran, 1990; Barcet and Bonamy, 1994; Barnabe, 1997; Bouchard and Plante, 2002; Demeuse and Strauven, 2006) specific to the area of management of services related to organizational learning, reveals the orientation of research, based on: (a) conformity between delivered services and the demanded characteristics or specifications; (b) meeting client’s needs; (c) studying the existing adequacy between result and what had been announced, foreseen or promised; (d) improvi...
Building conceptual relations between organizational learning, knowledge, and memory
2012
Given the fragmentation in literature concerning organizational memory, coupled with the need for a greater understanding of how learning and knowledge are embedded in organizations and how they are retrieved, this paper aims to analyze some conceptual relations between organizational learning, knowledge and memory. A conceptual framework is developed and is represented by four propositions. Learning processes develop into new organizational knowledge, which is then stored in different repositories. Organizational knowledge, a product of organizational learning, is an integral part of the organizational memory. Therefore it is possible to use the same measures to analyze both institutional knowledge and organizational memory. The feedback and feedforward flow of learning are constituted and constitutive of organizational memory. We believe that a conceptual framework of this nature may be of great help both in building a unified theoretical framework on organizational memory and in conceiving organizational memory systems in real organizations.
Knowledge management and learning in the organizational context
2006
In the last decades, learning and knowledge have become key success factors for international competitiveness with the result that intangible and immaterial resources have overtaken physical and tangible assets in order of importance. The introduction of knowledge management ...
KNOWLEDGE MANAGEMENT AND ORGANIZATIONAL LEARNING AS COMPETITIVE PERFORMANCE FACTORS IN AN ORGANIZATION (Atena Editora), 2023
The purpose of this article is to present the relationship between knowledge management and organizational learning in a business environment. The convergence of these two constructs will occur through the sharing of information in the various departments that make up an organization. In the post-modern world, much is said about organizational environments, about the competitive advantage of organizations as a means of maintaining and differentiating themselves in the competitive globalized market. Treating the innovative capacity of organizations as a competitive differential, the present study used a descriptive and qualitative analysis as a methodology through bibliographical reviews, approaching knowledge management and organizational learning as a competitive factor in an organization. From the relationship between these two constructs, a theoretical model is proposed and analyzed that presents knowledge management and organizational learning supported by organizational culture, in order to provide an organizational environment in which it is possible to innovate and achieve the desired competitive differential. in the market. At the end, a reflection on the theoretical model proposed by the author of the article is developed.
Knowledge Management and Organizational learning: The mutual impact
2011
The goal of this essay is to clarify why knowledge management and organizational learning (OL) as the key elements in organizations should be emerged and recruited simultaneously. Considering the applied aspects of knowledge management (KM), organizational learning would be a vital factor in efficient development of knowledge and experience through the organization. Therefore any effort done without creative learning to keep competitive advantages and knowledge development would be in vain. First we describe OL and KM and then by the aid of knowledge learning model, the necessity of combining them in order to accomplish the set goals is described. Eventually we come into the conclusion that KM and OL are interrelated, interdependent and inseparable subjects. In other words they are the two faces of the same coin and should not be verified solely because each part is another part's completion.
Knowledge Management as an Extension of Organisational Learning Process
2018
It is no longer strange for individuals and organisations alike to appreciate that only organisations that are innovative will survive in very turbulent economic landscape. It is also a fact that innovations can only be achieved when an organisation continuously learns and becomes a learning organisation. A learning organisation is characterized by the stock of both tacit and explicit knowledge which it has acquired over time and how the stock of knowledge is utilized. The stock of knowledge becomes useful only when it is shared and utilized for the overall improvement in all organisational processes and human capital enhancement. This conceptual paper suggests that as important as the concept of knowledge management is, rather than treating it as a different management concept, it ought to be treated as a major component of organisational learning process. In fact, knowledge management is and should be an extension of organisational learning because when there is no learning; there...
Knowledge Management as Driving Force to Organizational Learning and Innovation
Handbook of Research on Implementing Knowledge Management Strategy in the Public Sector
The genuine and actual conditions of operation of public institutions in Romania should determine the creation of behaviors oriented on development of organizational learning culture. The objectives of the chapter are focused on identifying the use of knowledge management concept in local public institutions in Romania, as well as its importance and impact in transforming them into innovative learning organizations. The theoretical part of the chapter comprises the analysis of the field literature, presentation of the definitions and characteristics of the notions of knowledge management, learning organization, the concept of innovation, presentation of the importance of developing interrelations triggering efficient and effective organizations. Concerning the case study, the chapter aims to identify the extent to which the knowledge management concept exists in three local public institutions in Romania, how knowledge is managed, if there is organizational learning, if they are lea...
It is no longer strange for individuals and organisations alike to appreciate that only organisations that are innovative will survive in very turbulent economic landscape. It is also a fact that innovations can only be achieved when an organisation continuously learns and becomes a learning organisation. A learning organisation is characterized by the stock of both tacit and explicit knowledge which it has acquired over time and how the stock of knowledge is utilized. The stock of knowledge becomes useful only when it is shared and utilized for the overall improvement in all organisational processes and human capital enhancement. This conceptual paper suggests that as important as the concept of knowledge management is, rather than treating it as a different management concept, it ought to be treated as a major component of organisational learning process. In fact, knowledge management is and should be an extension of organisational learning because when there is no learning; there will not be any knowledge to manage. This paper also revealed that lack of interpersonal relationship, lack of organisational trust, skills, and time inadequacy are the major factors that hinder organisational members from sharing knowledge. Abstract-It is no longer strange for individuals and organisations alike to appreciate that only organisations that are innovative will survive in very turbulent economic landscape. It is also a fact that innovations can only be achieved when an organisation continuously learns and becomes a learning organisation. A learning organisation is characterized by the stock of both tacit and explicit knowledge which it has acquired over time and how the stock of knowledge is utilized. The stock of knowledge becomes useful only when it is shared and utilized for the overall improvement in all organisational processes and human capital enhancement. This conceptual paper suggests that as important as the concept of knowledge management is, rather than treating it as a different management concept, it ought to be treated as a major component of organisational learning process. In fact, knowledge management is and should be an extension of organisational learning because when there is no learning; there will not be any knowledge to manage. This paper also revealed that lack of interpersonal relationship, lack of organisational trust, skills, and time inadequacy are the major factors that hinder organisational members from sharing knowledge.