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Organizational Learning and Technological Change

  • Cristina Zucchermaglio
  • Sebastiano Bagnara
  • Susan U. Stucky

Part of the NATO ASI Series book series (volume 141)

Table of contents

  1. Front Matter
    Pages I-X
  2. Organizations as Learning Bodies

  3. Learning and Organizations

    1. Front Matter
      Pages 96-101
    2. Heinz Mandl, Hans Gruber, Alexander Renkl
      Pages 102-111
    3. João Clímaco, C. Henggeler Antunes, João P. Costa
      Pages 125-137
    4. Gerrit C. van der Veer
      Pages 138-164
    5. Sebastiano Bagnara, Antonio Rizzo, Oronzo Parlangeli
      Pages 190-204
  4. Technology for Cooperative Learning and Working

  5. Back Matter
    Pages 369-373

About these proceedings

Introduction

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.

Keywords

Informationstechnik Kognitive Modelle Lernen in Organisationen Organisationsstrategie cognitive models information technology learning organization organizational learning organizational strategy service-oriented computing

Editors and affiliations

  • Cristina Zucchermaglio
    • 1
  • Sebastiano Bagnara
    • 2
  • Susan U. Stucky
    • 3
  1. 1.Department of Developmental and Social PsychologyUniversity La SapienzaRomeItaly
  2. 2.Department of CommunicationUniversity of SienaSienaItaly
  3. 3.Institute for Research on LearningPalo AltoUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-642-79550-3
  • Copyright Information Springer-Verlag Berlin Heidelberg 1995
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-642-79552-7
  • Online ISBN 978-3-642-79550-3
  • Buy this book on publisher's site
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