Organizational Learning: A conceptual Demarcation for Measurement

Aprendizaje organizacional: una demarcación conceptual para su medición;
Aprendizagem organizacional: uma delimitação conceitual para sua medição

dc.creatorCamio, María Isabel
dc.creatorDíaz Bilotto, Constanza María
dc.creatorIzquierdo, Silvia Irene
dc.creatorÁlvarez, María Belén
dc.date2020-12-22
dc.date.accessioned2022-12-15T18:21:52Z
dc.date.available2022-12-15T18:21:52Z
dc.identifierhttps://revistas.unimilitar.edu.co/index.php/rfce/article/view/4785
dc.identifier10.18359/rfce.4785
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5356667
dc.descriptionOrganizational learning (OL) has been studied as a capability or process for improving organizations’ performance. 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 multidimensional 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 development 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.en-US
dc.descriptionEl 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 señalar 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 propuesta y se señalan 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 mirada ontológica y epistemológica del fenómeno, con vistas a su medición. De esta manera se busca superar definiciones reduccionistas, y reconocer su complejidad.es-ES
dc.descriptionA aprendizagem organizacional (AO) vem sendo estudada como uma capacidade ou processo que permite melhorar a performance das organizações. Contudo, o campo de estudo da AO é caracterizado por contar com posicionamentos e definições heterogêneos ou não explícitos, a partir dos quais são construídos diversos modelos de medição. O objetivo deste trabalho é propor uma conceituação do fenômeno da AO sob uma perspectiva multidimensional que articule contribuições e elementos das diferentes definições, e indicar suas implicâncias metodológicas para avaliar o fenômeno. Para atingir esse objetivo, é realizada uma revisão sistemática da literatura nas bases de dados da Scopus e do Google Scholar. Os 36 artigos selecionados são analisados em profundidade em um processo iterativo de leitura, codificação e análise comparativa. A partir disso, são extraídos oito elementos centrais, descritos e articulados em uma proposta de definição de AO. Por último, é discutido o posicionamento ontológico e epistemológico que subsidia a conceituação do fenômeno proposta e são apresentadas as implicâncias em termos metodológicos para avaliar a AO. A principal contribuição deste artigo é o desenvolvimento de uma definição multidimensional da AO com um olhar ontológico e epistemológico do fenômeno, com vistas à sua medição. Dessa maneira, pretende-se superar definições reducionistas e reconhecer sua complexidade.pt-BR
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dc.languagespa
dc.publisherUniversidad Militar Nueva Granadaes-ES
dc.relationhttps://revistas.unimilitar.edu.co/index.php/rfce/article/view/4785/4495
dc.relationhttps://revistas.unimilitar.edu.co/index.php/rfce/article/view/4785/4550
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dc.rightsDerechos de autor 2020 Revista Facultad de Ciencias Económicases-ES
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0es-ES
dc.sourceRevista Facultad de Ciencias Económicas; Vol. 28 No. 2 (2020); 85-108en-US
dc.sourceRevista Facultad de Ciencias Económicas; Vol. 28 Núm. 2 (2020); 85-108es-ES
dc.sourceRevista Facultad de Ciencias Económicas; v. 28 n. 2 (2020); 85-108pt-BR
dc.source1909-7719
dc.source0121-6805
dc.titleOrganizational Learning: A conceptual Demarcation for Measurementen-US
dc.titleAprendizaje organizacional: una demarcación conceptual para su mediciónes-ES
dc.titleAprendizagem organizacional: uma delimitação conceitual para sua mediçãopt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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