Authors: Zbigniew Pastuszak; Kris M.Y. Law; Stacy H.P. Shyu; Pornthep Anussornnitisarn; Onwika Kaewchur; Nipapat Thanachatchai
Addresses: Faculty of Economics, Maria Curie-Sklodowska University, Lublin 20-031, Poland. ' Department of Industrial and Systems Engineering, Faculty of Engineering, The Hong Kong Polytechnic University, Cheong Wan Road 100, Hung Hom, 999077, Hong Kong. ' Graduate Institute of Business Administration, National Kaohsiung First University of Science and Technology, Kaohsiung City 811, Kaohsiung, Taiwan. ' Department of Industrial Engineering, Faculty of Engineering, Kasetsart University, Bangkok 10900, Thailand. ' Department of Industrial Engineering, Faculty of Engineering, Kasetsart University, Bangkok 10900, Thailand. ' Department of Industrial Engineering, Faculty of Engineering, Kasetsart University, Bangkok 10900, Thailand
Abstract: Organisational learning (OL) has been considered to be an effective developmental initiative in an organisation that aims to develop, sustain and advance in a global market. There is a wide range of beliefs of about how OL occurs, and whether it is discrete or continuous. The results from the surveys on OL, coupled with literature reviews, helps formulate the proposed model underlying the need for OL to take place continuously. This proposed model is referred to as the driving-enabling-learning-outcome or DELO model. The model represents the next important research issues when focusing on OL. In this study, the model not only attempts to describe OL as a continuous goal-driven process, but also allows the interrelationships with various influencing factors and facilitating effect of an OL framework.
Keywords: organisational learning; enterprise development; learning processes; continuation; sustainability; sustainable growth; developmental initiatives; global markets; literature reviews; discrete processes; continuous processes; DELO; driving-enabling-learning-outcomes; goal-driven processes; interrelationships; facilitating effects; goals; innovation.
International Journal of Innovation and Learning, 2011 Vol.10 No.4, pp.365 - 375
Received: 08 May 2021
Accepted: 12 May 2021
Published online: 14 Oct 2011 *