طراحی مدل مفهومی یکپارچه ی سازمان یادگیرنده

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 2، دوره 2، شماره 8، آذر و دی 1390، صفحه 21-54   

نوع مقاله: مقاله پژوهشی

نویسندگان

آرش رسته مقدم^{* 1}؛ عباس عباس پور²

¹کارشناس ارشد مدیریت دانشگاه علامه طباطبایی

²استاد دانشگاه علامه طباطبایی

تاریخ دریافت: 10 آذر 1394،  تاریخ پذیرش: 10 آذر 1394 

چکیده

سرعت تغییرات محیط در ابعاد درونی و بیرونی، منجر به اتخاذ راهبردهای نوینی از جمله یادگیری، کیفیت و خلق دانش توسط سازمان‌ها شده است. به‌طوری‌که بین وجود چنین ویژگی‌هایی و قابلیت ادامه حیات و رقابت‌پذیری آنها رابطه‌ی مثبت و معناداری وجود دارد. مفاهیم یادگیری سازمانی و سازمان یادگیرنده سابقه‌ای بیش از سه دهه دارند و با وجود الگوها و مدل‌های مختلف، همچنان نیاز به الگویی که بتواند ارتباط این دو مفهوم را به‌صورت شفاف تبیین کند، محسوس است. در مقاله‌ی حاضر که از جمله مقالات مفهومی می‌باشد، سعی شده با استفاده از روش پژوهش تحلیلی، این نقیصه با ارائه‌ی الگویی یکپارچه که برگرفته از نظریات تعدادی از صاحب‌نظران برجسته در حوزه مربوطه می‌باشد، برطرف گردد. الگوی مذکور شامل سه بخش می‌باشد؛ در بخش اول توانمندسازهای یادگیری به‌عنوان زیربنای ایجاد سازمان یادگیرنده با رویکردی منبع‌محور مطرح شده است که شامل دو سطح سازمانی(ساختار) و غیرسازمانی(افراد) می‌باشد و برگرفته از نظریه واتکینز و مارسیک است. در بخش فرآیند، نظریه‌ی یادگیری سازمانی هابر به‌عنوان پیونددهنده‌ی توانمندسازها و عملکرد تشریح شده است و بخش عملکرد به ترسیم ویژگی‌های سازمان یادگیرنده تحت عنوان مفهوم "هرم سازمان یادگیرنده" با توجه به نظریات افرادی همچون سنگه و نانوکا اختصاص یافته است. باتوجه به رویکرد نظام‌گرای حاکم بر طراحی مدل و لحاظ نمودن توانمندسازها، فرآیند و عملکرد به‌عنوان ابعاد اصلی آن، به نظر می‌رسد به‌عنوان اولین مطالعه‌ی صورت گرفته در این زمینه، بتواند در درک بیشتر مفاهیم مذکور راهگشا باشد. این مقاله با ارائه‌ی پیشنهادهایی کاربردی و پژوهشی خاتمه می‌یابد

کلیدواژه‌ها

سازمان یادگیرنده؛ یادگیری سازمانی؛ الگوی مفهومی؛ مدیریت دانش؛ تحول سازمانی

عنوان مقاله [English]

Designing an Integrated Conceptual Model of a Learning Organization

نویسندگان [English]

A. Raste Moghadam¹؛ A. Abbaspor²

چکیده [English]

Rapid environmental changes in both internal and external dimensions have forced organizations to adopt modern strategies such as learning, quality and knowledge creation. These strategies, hence, are essential for organizations to survive and to maintain their competitiveness. The organizational learning and learning organization concepts have been around for more than three decades now. Even though many studies have been addressing these two concepts, there is no consensus on a model to fully clarify the relationship between them. Using an analytical research method, this paper seeks to eliminate this deficiency by presenting an integrated conceptual model on the basis of authorities’ views in the related field. The model is composed of three sections. In the first section, which is based on a modified theory of Watkin and Marsik, learning empowerments have been introduced with a resource-based view at two levels, namely structural and non-structural (people) levels. In the process section, Haber’s theory of organizational learning has been described as the connector between learning enablers and performance outcomes. The last section, considering the viewpoints of Senge and Nonaka, characterizes learning organization under the title of “Learning Organization Pyramid” (LOP). As a systematic approach was adopted in the design of the model and as the enablers, process and performance were taken into account as the main dimensions of the model, this study can serves as the first guide in a better understanding of the above-mentioned concepts. The paper closes with suggestions for model application and research

کلیدواژه‌ها [English]

learning organization, Organizational Learning, Conceptual Model, Knowledge Management, organizational change

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