Organizational learning

A case study resulting from the investments programming in a credit union in Santa Catarina - Brazil

Authors

  • Leonard Almeida de Moraes Federal University of Santa Catarina, Brazil
  • Juliano Keller Alvez Federal University of Santa Catarina, Brazil
  • Édis Mafra Lapolli Federal University of Santa Catarina, Brazil
  • Andréa Valéria Steil Federal University of Santa Catarina, Brazil

DOI:

https://doi.org/10.31686/ijier.vol7.iss4.1427

Keywords:

Organizational Learning, 4i framework, Credit Unions

Abstract

Organizational Learning (OL) is a research area that presents several approaches to understand how an organization learns. Among the most present approaches in research, we have the 4i framework that proposes the OL through four subprocesses: intuition, interpretation, integration and institutionalization. This study sought to understand how the OL process occurred in the investments programming in a Credit Union in Santa Catarina, southern Brazil. Two employees directly involved with the Programmed Future program were interviewed. The report draws a parallel between the subprocesses of the 4i framework and the learning processes that took place in the Union.

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Author Biographies

  • Leonard Almeida de Moraes, Federal University of Santa Catarina, Brazil

    Postgraduate Program in Engineering and Knowledge Management

  • Juliano Keller Alvez, Federal University of Santa Catarina, Brazil

    Postgraduate Program in Engineering and Knowledge Management

  • Édis Mafra Lapolli, Federal University of Santa Catarina, Brazil

    Postgraduate Program in Engineering and Knowledge Management

  • Andréa Valéria Steil, Federal University of Santa Catarina, Brazil

    Postgraduate Program in Engineering and Knowledge Management

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Published

2019-04-01

How to Cite

de Moraes, L. A., Alvez, J. K., Lapolli, Édis M., & Steil, A. V. (2019). Organizational learning: A case study resulting from the investments programming in a credit union in Santa Catarina - Brazil. International Journal for Innovation Education and Research, 7(4), 359-365. https://doi.org/10.31686/ijier.vol7.iss4.1427

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