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ERIC Number: EJ1096588
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1476-7333
How Multi-Levels of Individual and Team Learning Interact in a Public Healthcare Organisation: A Conceptual Framework
Doyle, Louise; Kelliher, Felicity; Harrington, Denis
Action Learning: Research and Practice, v13 n1 p10-22 2016
The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of how the multi-levels of organisational learning interact and a broadly accepted theory of organisational learning has not yet emerged. Organisational learning is a multi-level concept and while there has been some multi-level research, more is required to understand the mechanisms that facilitate the flow of learning between the levels. This paper explores multi-level learning, using action learning as a basis through which we consider how individual learning and team learning interact. The preliminary conceptual framework seeks to contribute to our understanding of the interaction between the individual and team levels of learning and the processes and conditions that facilitate or hinder the flow of learning. As this framework provides a means of exploring individual learning in a team setting it has the potential to develop understanding as to how to enhance the effectiveness of learning interactions in the healthcare sector and other sectors. In turn this exploration could lead to enhanced understanding of the mechanisms involved in the flow of learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A