Organizational learning in public organizations: an integrative review
DOI:
https://doi.org/10.22279/navus.2019.v9n3.p112-123.875Palavras-chave:
aprendizagem organizacional, estudos empíricos, organizações do setor público, revisão integrativa de literatura.Resumo
This review analyzes the results of empirical studies on organizational learning (OL) in public organizations. We used integrative review method to research two international databases. By applying inclusion and exclusion criteria, twelve publications were selected for analysis. The results indicated that OL in public organizations is a relatively recent topic and little explored in empirical studies. Mostly consisting of qualitative studies, they describe OL with a focus on organizational changes and identify elements that inhibit (e.g., blame and caution) or facilitate (e.g., delegation of power, positive managerial coaching, active communication) the organizational learning process. In a smaller number, quantitative studies investigate OL antecedents such as knowledge acquisition and transformation and learning culture, and a consequent of OL, organizational performance. This paper analyzes these results and suggests an agenda for organizational learning in public sector organizations.
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