Learning in Organizations Triggered by Formal Practices in Work Environment
Autor(a) principal: | |
---|---|
Data de Publicação: | 2013 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | RAM. Revista de Administração Mackenzie |
Texto Completo: | https://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200 |
Resumo: | This article aims to assess the degree to which formal practices introduced in work environment contribute to organizational learning. The theoretical background recognizes that companies adapt to the environmental by individual knowledge absorption in collective properties. This knowledge is incorporated in organizational practices. At the moment companies deal to changing environmental they need to exploit current resources, explore new ones and turn into their practices. Such flow is called by organizational learning.The systematic problem-solving method is considered as one of most recommended formal practices to promote organizational learning. However if the one side there is the valuation of such method on the other hand the literature needs its critical evaluation. In other words, there are a few empirical evidences that assess the real contribution of this method to promote organizational learning. Thus there is a gap between recommendation for its use and theoretical underpinning of such suggestion. This article asks in what measure the systematic problem-solving method contribute to organizational learning. This question is important to highlight its effects over the organizations that employ it.Thus the research focus on MASP, one of the systematic problem-solving method more release in Brazil. To do so, it was considered that organizational learning is composed by four dimensions: knowledge acquisition, information distribution, information interpretation, and organizational memory. It was conducted a survey with three different organization. The analyses have been focused on how MASP is related to the four dimension of organizational learning. More specifically, it was identified what dimension and the type of organizational learning that are supported by MASP.The statistical tests pointed out that the using of MASP contributed to learning at all organizational dimension, such as knowledge acquisition, information distribution, information interpretation, and organizational memory. However, this learning was restricted to corrections in routines, which means that the method itself was not able to trigger learning at deeper levels. In reality, the depth of learning seemed to be correlated to the contextual factors in organizations. |
id |
MACKENZIE_e368dcf7afca82ab8898f375ce705dd4 |
---|---|
oai_identifier_str |
oai:ojs.editorarevistas.mackenzie.br:article/3200 |
network_acronym_str |
MACKENZIE |
network_name_str |
RAM. Revista de Administração Mackenzie |
repository_id_str |
|
spelling |
Learning in Organizations Triggered by Formal Practices in Work EnvironmentLa Aprendizaje de las Organizaciones Generada por las Prácticas Formales en el Lugar de TrabajoA Aprendizagem das Organizações Gerada pelas Práticas Formais no Ambiente de Trabalhoaprendizagem organizacionalpráticas formais de aprendizagemMASPmétodo de solução sistemática de problemasaprendizagem no ambiente de trabalho.This article aims to assess the degree to which formal practices introduced in work environment contribute to organizational learning. The theoretical background recognizes that companies adapt to the environmental by individual knowledge absorption in collective properties. This knowledge is incorporated in organizational practices. At the moment companies deal to changing environmental they need to exploit current resources, explore new ones and turn into their practices. Such flow is called by organizational learning.The systematic problem-solving method is considered as one of most recommended formal practices to promote organizational learning. However if the one side there is the valuation of such method on the other hand the literature needs its critical evaluation. In other words, there are a few empirical evidences that assess the real contribution of this method to promote organizational learning. Thus there is a gap between recommendation for its use and theoretical underpinning of such suggestion. This article asks in what measure the systematic problem-solving method contribute to organizational learning. This question is important to highlight its effects over the organizations that employ it.Thus the research focus on MASP, one of the systematic problem-solving method more release in Brazil. To do so, it was considered that organizational learning is composed by four dimensions: knowledge acquisition, information distribution, information interpretation, and organizational memory. It was conducted a survey with three different organization. The analyses have been focused on how MASP is related to the four dimension of organizational learning. More specifically, it was identified what dimension and the type of organizational learning that are supported by MASP.The statistical tests pointed out that the using of MASP contributed to learning at all organizational dimension, such as knowledge acquisition, information distribution, information interpretation, and organizational memory. However, this learning was restricted to corrections in routines, which means that the method itself was not able to trigger learning at deeper levels. In reality, the depth of learning seemed to be correlated to the contextual factors in organizations. Este artículo tiene como objetivo evaluar el grado en que las prácticas formales establecidas en el lugar de trabajo contribuye al aprendizaje organizacional. Para este análisis se eligió el método de análisis de la resolución sistemática de problemas, considerado en la literatura como una de las prácticas más recomendadas. Por un lado, está la exaltación de un método para generar el aprendizaje, por el contrario, la literatura sufre su evaluación crítica. Es decir, se observa que hay escasez de investigación empírica que tiene por objeto determinar la contribución real del método para promover el aprendizaje organizacional. Por lo tanto, existe una brecha entre las recomendaciones y que la teoría de tales recomendaciones. Este artículo de preguntar, ¿hasta qué punto los métodos de resolución sistemática de problemas contribuyen al aprendizaje organizacional, tiene la principal contribución aclarar los efectos de estos métodos a las organizaciones que lo utilizan. Así que se centró el MASP, uno de los métodos de resolución sistemática de problemas más extendida en Brasil y en el extranjero. Para hacer esta evaluación es parte del marco teórico del aprendizaje organizacional se compone de cuatro dimensiones: La adquisición de conocimientos, de distribución y La interpretación de La información y La memoria de La organización. Demostró teóricamente, la tesis de que el MASP es uno de los mecanismos que generan el aprendizaje en todas las dimensiones de la organización que tratan de comprobar empíricamente, a través de una encuesta cuantitativa con tres organizaciones diferentes. Los análisis estadísticos mostraron que el uso del MASP contribuye a todos los niveles de aprendizaje organizacional. Sin embargo este aprendizaje a menudo se tiende a limitarse a las reparaciones de rutina, lo que significa que el uso del método en sí no es capaz de generar un aprendizaje más profundo. La profundidad del aprendizaje parece correlacionarse con más fuerza con los factores contextuales en las organizaciones. Resumo: O presente artigo tem por objetivo avaliar em que medida práticas formais instituídas no ambiente de trabalho contribuem para a aprendizagem organizacional. Para tal análise escolheu-se o método de análise de solução sistemática de problemas, considerado na literatura como uma das práticas formais mais recomendadas .Se por um lado, constata-se a exaltação de tal método para gerar aprendizado, por outro, a literatura ressente de sua avaliação crítica. Isto é, observa-se que há escassez de pesquisa empírica que visa verificar a real contribuição do método de solução sistemática de problemas em promover a aprendizagem organizacional. Desse modo, verifica-se uma lacuna entre recomendações práticas e sustentação teórica de tais recomendações. Este artigo ao indagar, em que medida os métodos de solução sistemática de problemas contribuem para a aprendizagem organizacional, tem por principal contribuição esclarecer os seus efeitos sobre as organizações que o utilizam. Assim, focalizou-se o MASP , um dos métodos de solução sistemática de problemas mais difundidos no Brasil e no exterior. Para proceder tal avaliação, parte-se do referencial teórico que concebe a aprendizagem organizacional como um ciclo de conversão do conhecimento do nível individual para o da organização, demonstrando como tal ciclo é articulado pelas fases de aplicação do MASP. Demonstrada teoricamente, a proposição de que o MASP é um dos mecanismos capazes de gerar aprendizado nos diversos níveis da organização, busca-se verificá-la empiricamente, mediante uma pesquisa quantitativa junto a três diferentes organizações. Os testes estatísticos revelaram que a utilização do MASP contribui para todos os níveis da aprendizagem organizacional. Contudo tal aprendizagem tende a se restringir freqüentemente às correções em rotinas, o que significa que a utilização do método em si não é capaz de gerar aprendizados mais profundos. A profundidade do aprendizado parece correlacionar-se mais fortemente com os fatores contextuais das organizações. Editora Mackenzie2013-02-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por ParesEstudo de caso comparativo de natureza quantitativaapplication/pdfapplication/mswordhttps://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200Revista de Administração Mackenzie; Vol. 14 No. 4 (2013)Revista de Administração Mackenzie; Vol. 14 Núm. 4 (2013)Revista de Administração Mackenzie (Mackenzie Management Review); v. 14 n. 4 (2013)1678-69711518-6776reponame:RAM. Revista de Administração Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIEporhttps://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200/4437https://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200/8274Copyright (c) 2015 Revista de Administração Mackenzieinfo:eu-repo/semantics/openAccessVersiani, Angela FrançaOribe, Claudemir YoschihiroRrezende, Sergio Fernando Loureiro2013-09-04T17:50:18Zoai:ojs.editorarevistas.mackenzie.br:article/3200Revistahttps://editorarevistas.mackenzie.br/index.php/RAM/PUBhttps://editorarevistas.mackenzie.br/index.php/RAM/oairevista.adm@mackenzie.br1678-69711518-6776opendoar:2024-04-19T17:00:47.408637RAM. Revista de Administração Mackenzie - Universidade Presbiteriana Mackenzie (MACKENZIE)false |
dc.title.none.fl_str_mv |
Learning in Organizations Triggered by Formal Practices in Work Environment La Aprendizaje de las Organizaciones Generada por las Prácticas Formales en el Lugar de Trabajo A Aprendizagem das Organizações Gerada pelas Práticas Formais no Ambiente de Trabalho |
title |
Learning in Organizations Triggered by Formal Practices in Work Environment |
spellingShingle |
Learning in Organizations Triggered by Formal Practices in Work Environment Versiani, Angela França aprendizagem organizacional práticas formais de aprendizagem MASP método de solução sistemática de problemas aprendizagem no ambiente de trabalho. |
title_short |
Learning in Organizations Triggered by Formal Practices in Work Environment |
title_full |
Learning in Organizations Triggered by Formal Practices in Work Environment |
title_fullStr |
Learning in Organizations Triggered by Formal Practices in Work Environment |
title_full_unstemmed |
Learning in Organizations Triggered by Formal Practices in Work Environment |
title_sort |
Learning in Organizations Triggered by Formal Practices in Work Environment |
author |
Versiani, Angela França |
author_facet |
Versiani, Angela França Oribe, Claudemir Yoschihiro Rrezende, Sergio Fernando Loureiro |
author_role |
author |
author2 |
Oribe, Claudemir Yoschihiro Rrezende, Sergio Fernando Loureiro |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Versiani, Angela França Oribe, Claudemir Yoschihiro Rrezende, Sergio Fernando Loureiro |
dc.subject.por.fl_str_mv |
aprendizagem organizacional práticas formais de aprendizagem MASP método de solução sistemática de problemas aprendizagem no ambiente de trabalho. |
topic |
aprendizagem organizacional práticas formais de aprendizagem MASP método de solução sistemática de problemas aprendizagem no ambiente de trabalho. |
description |
This article aims to assess the degree to which formal practices introduced in work environment contribute to organizational learning. The theoretical background recognizes that companies adapt to the environmental by individual knowledge absorption in collective properties. This knowledge is incorporated in organizational practices. At the moment companies deal to changing environmental they need to exploit current resources, explore new ones and turn into their practices. Such flow is called by organizational learning.The systematic problem-solving method is considered as one of most recommended formal practices to promote organizational learning. However if the one side there is the valuation of such method on the other hand the literature needs its critical evaluation. In other words, there are a few empirical evidences that assess the real contribution of this method to promote organizational learning. Thus there is a gap between recommendation for its use and theoretical underpinning of such suggestion. This article asks in what measure the systematic problem-solving method contribute to organizational learning. This question is important to highlight its effects over the organizations that employ it.Thus the research focus on MASP, one of the systematic problem-solving method more release in Brazil. To do so, it was considered that organizational learning is composed by four dimensions: knowledge acquisition, information distribution, information interpretation, and organizational memory. It was conducted a survey with three different organization. The analyses have been focused on how MASP is related to the four dimension of organizational learning. More specifically, it was identified what dimension and the type of organizational learning that are supported by MASP.The statistical tests pointed out that the using of MASP contributed to learning at all organizational dimension, such as knowledge acquisition, information distribution, information interpretation, and organizational memory. However, this learning was restricted to corrections in routines, which means that the method itself was not able to trigger learning at deeper levels. In reality, the depth of learning seemed to be correlated to the contextual factors in organizations. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-02-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado por Pares Estudo de caso comparativo de natureza quantitativa |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200 |
url |
https://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200/4437 https://editorarevistas.mackenzie.br/index.php/RAM/article/view/3200/8274 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 Revista de Administração Mackenzie info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 Revista de Administração Mackenzie |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/msword |
dc.publisher.none.fl_str_mv |
Editora Mackenzie |
publisher.none.fl_str_mv |
Editora Mackenzie |
dc.source.none.fl_str_mv |
Revista de Administração Mackenzie; Vol. 14 No. 4 (2013) Revista de Administração Mackenzie; Vol. 14 Núm. 4 (2013) Revista de Administração Mackenzie (Mackenzie Management Review); v. 14 n. 4 (2013) 1678-6971 1518-6776 reponame:RAM. Revista de Administração Mackenzie instname:Universidade Presbiteriana Mackenzie (MACKENZIE) instacron:MACKENZIE |
instname_str |
Universidade Presbiteriana Mackenzie (MACKENZIE) |
instacron_str |
MACKENZIE |
institution |
MACKENZIE |
reponame_str |
RAM. Revista de Administração Mackenzie |
collection |
RAM. Revista de Administração Mackenzie |
repository.name.fl_str_mv |
RAM. Revista de Administração Mackenzie - Universidade Presbiteriana Mackenzie (MACKENZIE) |
repository.mail.fl_str_mv |
revista.adm@mackenzie.br |
_version_ |
1796794717973774336 |