Learning in Action: A Guide to Putting the Learning Organization to Work

By D. Garvin. 2000

584 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/825715a76ebce896688c5c43a369dbd38061f1b2

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Citations in the corpus

Towards a learning organization? Employee perceptions (2006, methodology): “Garvin (2000, pp. 13-15) suggested that a learning organization had a defined learning agenda, was open to discordant information, avoided repeated mistakes, did not lose critical knowledge when key people left, and acted on what it knew.”
Organizational trust and performance: Is organizational learning capability a missing link? (2013, background): “In an environment of growing competition requiring firms to make use of information and knowledge, organizational learning has become one of the essential elements for organizational performance (Senge, 1990; Garvin, 2000; Akgün, Byrne, Lynn, & Keskin, 2007).”
The Dimensions of Learning Organization Questionnaire (DLOQ): A validation study in a Korean context (2009, background): “…of people, and human competency; and (3) a learning organization is the systematic environment in which continuous learning could take place by way of connections with organizational components (e.g., Argyris & Schön, 1996; Garvin, 1993, 2000; Leonard, 1998; Senge, 1990; Watkins & Marsick, 1996).”
Organizational Learning: A Socio-Cognitive Framework (2003, background): “…Incorporating lessons learned into Active usage of information and/or information to influence future strategies, uncovering and knowledge (Garvin, 2000) market strategy and technical related correcting product problem areas actions (Moorman, 1995) with which customers were dissatisfied,…”
An Exploratory Study of Process Use: Findings and Implications for Future Research (2003, background): “Much of the literature on organizational learning, as well as research a effective leadership, recommends that managers be advocates for learning in the organization (Argyris, 1992; Garvin, 2000; Preskill & Torres, 1999; Schein, 1992; Senge, 1990).”
Learning from experience in high-hazard organizations (2002, methodology): “The US Army After Action Review process, for example, has senior officers take the facilitator role in discussions of problems and successes in the recent action (Garvin, 2000).”
Structural determinants of team performance: the mutual influences of learning culture, creativity, and knowledge (2010, background): “Learning organization culture and team performance Learning organization has been defined as an ideal structure and culture that continuously acquires, processes, and disseminates knowledge about markets, products, technologies, and business processes (Garvin 1993, 2000; Slater and Narver 1994).”
Systematic Reflection (2014, background): “All of this may facilitate a structural incorporation of reflection into the learner’s environment—by making reflection a routine rather than a momentary activity— which is a necessary precondition to maintaining longterm effects (Garvin, 2000).”