Tóm tắt
PurposeFollowing from part I, this paper further explores key issues in organizational learning and their contributions to practice and policy. It elucidates the various critical factors that influence each stage of learning.Design/methodology/approachFour Singapore organizations were studied, from which a total of 24 organizational learning practitioners representing both the private and public sectors were interviewed.FindingsQualitative data was presented in the form of excerpts from the respondents in support of the key research objectives as well as key factor variables ranked in order of importance based on the number of mentions, an uncommon technique useful for an exploratory study.Research limitations/implicationsThe research was limited by the single geographical context that might not be totally representative of the Asian perspective. However, the paper provides room for continuation as the author introduces part III (for subsequent issue) that will further detail implications for practice and policy based on the same study.Practical implicationsData revealed that the three factors common to all levels of learning are: a reward and recognition system; clear understanding of goals; and clear direction from leaders.Originality/valueOf considerable value to practitioners is the list of comprehensive factors that affect each level of learning. They are given a ranking order to help practitioners prioritize their organizational learning action plans more effectively.
