Acquiring organizational learning norms :
By: WIJNHOVEN, Fons
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Material type: 
ArticlePublisher: 2001Subject(s): Deutero Learning | Knowledge Creation | Organizational Learning Capacity | Organizational Learning PrototypesManagement Learning 32, 2, p. 181-200Abstract: `The Learning Organizational` isa configuration of learning norms (called a learning prototype here), which is seldom related to varying levels of learning needs. This article assumes that organizational evironnmental compleity and dynamics define four learning neeeds levels. Consequently, four learning prototypes exist that best treat the learning needs. The extent of match between learning needs (which are increasing in modern organizations) and required learning norms define an organization`s learning capabilities. Deutero learning is the acquisition of these learning capabilities. Four case sutdies describe the accumulations and unlearning process with regard to the related learning norms. These adjustments of the related policy, resposibility, action and proceduralearning norms. are enabled and constrained by organizational environnmental factors. This article also suggests that Nonaka and Takeuchi`s `knowledge creation company` prototype may be effective at all learning needs levels, but inefficient in less than high learning needs situations
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`The Learning Organizational` isa configuration of learning norms (called a learning prototype here), which is seldom related to varying levels of learning needs. This article assumes that organizational evironnmental compleity and dynamics define four learning neeeds levels. Consequently, four learning prototypes exist that best treat the learning needs. The extent of match between learning needs (which are increasing in modern organizations) and required learning norms define an organization`s learning capabilities. Deutero learning is the acquisition of these learning capabilities. Four case sutdies describe the accumulations and unlearning process with regard to the related learning norms. These adjustments of the related policy, resposibility, action and proceduralearning norms. are enabled and constrained by organizational environnmental factors. This article also suggests that Nonaka and Takeuchi`s `knowledge creation company` prototype may be effective at all learning needs levels, but inefficient in less than high learning needs situations
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