دانلود رایگان مقاله انگلیسی یادگیری سازمانی: نقش محیط فیزیکی - اشپرینگر 2017

Abstract

This paper examines the role of the physical environment in facilitating organizational learning. Semistructured interviews related to learning and experiences of physical environment were conducted in two organizations in India. Workspaces were studied using non-participant observation. Cognitive maps of the layouts were created and movements in the workspaces mapped. Content analysis was performed on interview responses, and space syntax analysis was used to analyse maps of the workspaces. Findings suggest that knowledge in organizations is transformed through dialogue and discussion. Relationships, supportive leadership, culture, organizational strategy, and physical environment were found to play a key role in facilitating this process. The physical environment afforded co-presence, movement, and encounter. These features were found to contribute to interaction that facilitated dialogue, and thereby transformation of knowledge. This paper highlights the importance of physical design and provides areas of concrete intervention, allowing for facilitation of learning based on the physical dimension of the learning context.

Conclusion

By integrating design aspects with behaviour and interaction in the organization, this study has an innovative approach to research, providing inputs for practitioners, designers, and researchers as well. Findings of the study emphasized the social nature of learning, where employees engaged in informal and unplanned dialogue, shared knowledge, and reached common understanding. Learning was facilitated by motivating leadership, supportive relationships, organic structures and informal social environments. These findings extend earlier research that has emphasized the impact of other aspects of the context such as trust, psychological safety, and leadership on learning.

Findings also highlight the influence that the design of a physical space has on learning in the organizational context. Lack of boundaries and openness in open offices allowed co-presence and movement which supported the informal interaction and dialogue encouraging communication and dialogue thereby enhancing learning. These findings depart from earlier studies and add to understanding of the impact of the context by identifying the effect of physical environment on learning in organizations. The physical context must therefore necessarily be considered when considering influencers of learning, and when planning design of environments to support learning.