Organizational Learning

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    A Competency Perspective on the Occupational Network (O*Net)
    ( 2019-01-08) Fahrenbach, Florian ; Kaiser, Alexander ; Schnider, Andreas
    The purpose of this paper is to develop a conceptual model which integrates the well-established US-based occupational information network (O*Net) into a competence perspective. Taking serious claims about lifelong learning, one of the biggest challenges is the assessment of tacit knowledge and competences. To tackle this challenge, we depart from four well-established competences (personal competence, social competence, methodic competence and domain competence), and integrate descriptors from the O*Net. We argue that learning outcomes (what a person should be able to do) can be made comparable and accessible when linking them with the descriptors from the O*Net. This approach is in line with the European Qualification Framework (EQF), that aims at establishing comparability of learning outcomes within the European Union and relies on theories linking individual to organizational learning
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    Are There Typological Characteristics of Individual Unlearning?
    ( 2019-01-08) Hafner, Julee
    Organizations have sought solutions to produce consistent, competent practices while updating organizational processes. A traditional method of learning used strategies of identifying gaps in knowledge, and teaching lacking information to close gaps. Faulty learning completion processes often yield decreased work product quality, and productivity, or increased product costs. Knowledge base change creates ongoing difficulties for individuals who must unlearn, store, and use new knowledge processes to update the old. Knowledge change, or unlearning, speculated to involve a replacement of prior knowledge remains unconceptualized due to limited, anecdotally based research. This qualitative study aims to further characterize unlearning initiation processes, and clarify knowledge replacement factors: 1) How does individual unlearning initiate? and, 2) What factors contribute to the unlearning process? Three weekly-spaced interviews with 31 participants categorized unlearning using Rushmer and Davies’ (2004) typological unlearning model. Predominately two knowledge change typologies were demonstrated and a new unlearning model developed.
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