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Aprendizaje organizacional: una demarcación conceptual para su medición

Author

Listed:
  • María Isabel Camio
  • Constanza María Díaz Bilotto
  • Silvia Irene Izquierdo
  • María Belén Álvarez

Abstract

El aprendizaje organizacional (ao) ha sido estudiado como una capacidad o proceso que permite mejorar la performance de las organizaciones. Sin embargo, el campo de estudio del ao se caracteriza por contar con posturas y definiciones heterogéneas o no explicitadas, a partir de las cuales se construyen diversos modelos de medición. El objetivo de este trabajo es proponer una conceptualización del fenómeno del ao desde una perspectiva multidimensional que articule aportes y elementos de las distintas definiciones, y senalar sus implicancias metodológicas para la medición del fenómeno. Para cumplir con ese objetivo, se realiza una revisión sistemática de la literatura en las bases de datos Scopus y Google Scholar. Los 36 artículos seleccionados se analizan en profundidad en un proceso iterativo de lectura, codificación y análisis comparativo. De lo anterior se extraen ocho elementos centrales, descritos y articulados en una propuesta de definición de ao. Finalmente, se discute la postura ontológica y epistemológica que sustenta la conceptualización del fenómeno pro-puesta y se senalan las implicancias en términos metodológicos para la medición del ao. La principal contribución de este artículo es el desarrollo de una definición multidimensional de ao con una mi-rada ontológica y epistemológica del fenómeno, con vistas a su medición. De esta manera se busca superar definiciones reduccionistas, y reconocer su complejidad.******Organizational learning (ol) has been studied as a capability or process for improving organizations’ per-formance. However, this field of study is characterized by heterogeneous or unspecified positions and definitions from which various measurement models are built. This paper aims to propose an ol conceptualization from a mul-tidimensional perspective that brings together insights and elements from the different definitions and point out its methodological implications for measuring the phenomenon. For this, literature is reviewed systematically in the Scopus and Google Scholar databases. The 36 selected articles are examined in depth in an iterative reading, coding, and comparative analysis process. Eight central elements are extracted, described, and assembled in a proposed definition of ol. Finally, the ontological and epistemological position that supports the proposed conceptualization is discussed, pointing out its methodological implications for ol measurement. The main contribution is the develop-ment of a multidimensional definition of ol with an ontological and epistemological view for its measurement. Thus, it seeks to overcome reductionist definitions and recognize its complexity.******A aprendizagem organizacional (ao) vem sendo estudada como uma capacidade ou processo que permite melhorar a performance das organizacoes. Contudo, o campo de estudo da ao é caracterizado por contar com posicionamentos e definicoes heterogeneos ou nao explícitos, a partir dos quais sao construídos diversos modelos de medicao. O objetivo deste trabalho é propor uma conceituacao do fenomeno da ao sob uma perspectiva multidi-mensional que articule contribuicoes e elementos das diferentes definicoes, e indicar suas implicancias metodológi-cas para avaliar o fenomeno. Para atingir esse objetivo, é realizada uma revisao sistemática da literatura nas bases de dados da Scopus e do Google Scholar. Os 36 artigos selecionados sao analisados em profundidade em um processo iterativo de leitura, codificacao e análise comparativa. A partir disso, sao extraídos oito elementos centrais, descritos e articulados em uma proposta de definicao de ao. Por último, é discutido o posicionamento ontológico e epistemológico que subsidia a conceituacao do fenomeno proposta e sao apresentadas as implicancias em termos metodológicos para avaliar a ao. A principal contribuicao deste artigo é o desenvolvimento de uma definicao multidi-mensional da ao com um olhar ontológico e epistemológico do fenomeno, com vistas a sua medicao. Dessa maneira, pretende-se superar definicoes reducionistas e reconhecer sua complexidade.

Suggested Citation

  • María Isabel Camio & Constanza María Díaz Bilotto & Silvia Irene Izquierdo & María Belén Álvarez, 2020. "Aprendizaje organizacional: una demarcación conceptual para su medición," Revista Facultad de Ciencias Económicas, Universidad Militar Nueva Granada, vol. 28(2), pages 85-108, December.
  • Handle: RePEc:col:000180:018679
    DOI: 10.18359/rfce.4785
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    References listed on IDEAS

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    1. Nick Bontis & Mary M. Crossan & John Hulland, 2002. "Managing An Organizational Learning System By Aligning Stocks and Flows," Journal of Management Studies, Wiley Blackwell, vol. 39(4), pages 437-469, June.
    2. Lloria, M. Begoña & Moreno-Luzon, Maria D., 2014. "Organizational learning: Proposal of an integrative scale and research instrument," Journal of Business Research, Elsevier, vol. 67(5), pages 692-697.
    3. Jerez-Gomez, Pilar & Cespedes-Lorente, Jose & Valle-Cabrera, Ramon, 2005. "Organizational learning capability: a proposal of measurement," Journal of Business Research, Elsevier, vol. 58(6), pages 715-725, June.
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    More about this item

    Keywords

    aprendizaje organizacional; conceptualización; revisión bibliográfica;
    All these keywords.

    JEL classification:

    • M10 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Business Administration - - - General
    • M19 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Business Administration - - - Other

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