The initial assumption is that deploying job rotation sets up a situation of intensive learning in which the individual starts out from a state of ignorance moreover, this state of ignorance can be an important driver of the learning process. The focus of the dataset of this paper is the moment right after a boundary crossing, as experienced in “job rotation” situations, i.e., a scenario in which changes occur in an employee’s functions related to a switch in their area or department, albeit with pay-scale or rank within the company remaining unchanged (Campion, Cheraskin & Stevens, 1994). Studying learning in organizational routines can be a path to achieve creativity and innovation, because, as noted above, work, learning and innovation are processes that are considered to occur interdependently (Gherardi, 2011).īased on this context, this paper aims to contribute to OL studies by investigating how individuals experience learning and advancing possible factors that foster an environment conducive to learning in the workplace context. Howard-Grenville and Rerup (2017) find that creativity is an aspect overlooked in the research on organizational routines and that creative routines can help organizations to become more innovative. 493), and that this micro-foundation approach can help understand the OL processes. Pettit, Crossan and Vera (2017) drew attention to the importance of remembering that “individuals – with their characteristics, abilities, choices, motivations, and cognition – are the key building blocks for understanding organizational capabilities and routines” (p. In addition to Argyris’ remark, the growing corpus of academic studies and training programs focusing on organizational learning (OL) underscores the relevance and the great challenge of learning for organizations (Easterby-Smith & Lyles, 2011). However, learning in organizations is not always a smooth process (Argyris, 1991). Work, learning and innovation are processes that are considered to occur interdependently (Gherardi, 2011). Keywords: Organizational learning, Boundary crossing, Organizational routine, Job rotation, Phenomenography Palavras-chave: Aprendizagem organizacional, Travessia de fronteira, Rotinas organizacionais, Job rotation, Fenomenografia. Desvelar como diferentes experiências de aprendizagem geram diferentes níveis de impacto nas organizações e apresentar formas de facilitar o trânsito das concepções menos complexas para as mais complexas são as principais contribuições desse artigo. Essas concepções foram explicadas por cinco dimensões: conceito de aprendizagem motivadores da aprendizagem conteúdo da aprendizagem método da aprendizagem obstáculos para aprendizagem e significado da aprendizagem. Os resultados revelaram três concepções: aprendizagem que resulta em mudança individual aprendizagem que resulta em mudança da prática coletiva (rotina) e aprendizagem que resulta em inovação. A abordagem fenomenográfica foi escolhida com a intenção de capturar a variação nas concepções de aprendizagem dos indivíduos. O objetivo desse estudo foi compreender como indivíduos experienciam a aprendizagem no trabalho, e lançar luz sobre possíveis fatores que contribuem para um ambiente favorável à aprendizagem nas organizações. The unveiling of how different learning experiences generate different levels of impacts on organizations and the proposal of some ways to enhance the transit from less complex learning experiences to more complex ones are the main contribution of this paper. Those conceptions were explained by five explanatory dimensions: learning concept learning drivers learning content learning means learning obstacles and learning meanings. The findings revealed three conceptions of learning: Learning resulting in individual change learning resulting in collective practice (routine) change and learning resulting in innovation. A phenomenographic approach was chosen with the intention to capture the variation in individuals’ learning conceptions. The purpose of this study was to understand how individuals experience learning in the workplace, and shed light on possible factors that may contribute to an environment conducive to learning in organizations.
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