Organizational learning and technological change
Author(s)
Bibliographic Information
Organizational learning and technological change
（NATO ASI series, Series F . Computer and systems sciences ; v. 141）
Springer-Verlag, c1995
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Note
"Proceedings of the NATO Advanced Research Workshop on Organizational Learning and Technological Change, held in Certosa di Pontignano, Siena, Italy, September 22-26, 1992"--T.p. verso
"Published in cooperation with NATO Scientific Affairs Division."
Includes bibliographical references and index
Description and Table of Contents
Description
What the Book Is About This book is about the problem of organizational learning, that is the analysis of organizations conceived as learning systems. In order to survive in a period of a rapid change, organizations must innovate and than to develop and exploit their abilities to learn. The most innovative organizations are those that can respond with great efficiency to internal and external changes. They respond to and generate technological change by acting as effective learning systems. They maximize the learning potential of ongoing and "normal" work activities. The organizational structure and the technology allow members to learn while the organizations itself learns from its members. So organizations reach high levels of innovation when structured to take advantage of the social, distributed, participative, situated processes of learning developed by its members in interaction with the technological environment. Organizations should consider learning as an explicit "productive" objective.
They must create integrated learning mechanisms, that encompass technological tools, reward and incentive systems, human resource practices, belief systems, access to information, communication and mobility patterns, performance appraisal systems, organizational practices and structures. The design of efficient learning organizations requires cognitive, technological and social analyses. All the computer-based technologies (e. g. office automation, communication and group decision support) not only those devoted to and used in training activities, have to be considered as tools for organizational learning and innovation.
Table of Contents
I. Organizations as Learning Bodies.- Technology in Support of Organizational Learning.- Practice Cannot be Reduced to Theory: Knowledge, Representations, and Change in the Workplace.- Ethnography and Organizational Learning: In Pursuit of Learning at Work.- Organization and Cognitive Design of (Technological) Learning Environment.- Learning is an Active and Personal Process.- II. Learning and Organizations.- Mental Models of Complex Systems: When Veridicality Decreases Functionality.- Error Management in Training: Conceptual and Empirical Results.- Decision Aiding in an Organizational Context.- User Interface Design from the Viewpoint of Human Learning.- Organizational Setting and Task Complexity: Interactions with Collective and Individual Cognitive Abilities. Elements for Elaborating a Framework.- Learning Strategies and Organizations.- III. Technology for Cooperative Learning and Working.- The School as a Workplace.- Intelligent Learning by Doing Tools for Technical and Dialectical Knowledge.- The Use of Computer-Mediated Role Play in Management Training.- Organizational Learning and Hypermedia: An Action Science Perspective.- Supporting Cooperative Work with Workflow Management Technology.- Computer Support for Cooperative Work: Computers Between Users and Social Complexity.- Communicating Through Pictures.- Complex Organizations, Knowledge-Intensive Applications, Software and Systems Development: A Case Study.
by "Nielsen BookData"