Learning Maturity: Incorporating Technological Influences in Individual and Organizational Learning Theory

Learning Maturity: Incorporating Technological Influences in Individual and Organizational Learning Theory

Gary F. Templeton (Mississippi State University, USA)
Copyright: © 2004 |Pages: 30
DOI: 10.4018/978-1-59140-162-9.ch012
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Abstract

An explosion of research on the organizational learning paradigm has caused a great need for continued theoretical development to enable a more complete understanding of how to manage the concept for strategic advantage. At the same time, learning theory has not adequately addressed the technology variable in its framework, models, or propositions. The body of theory derived here centers around “learning maturity,” the capacity of an actor to effectively exhibit intelligent behavior in a wide range of situated actions. The theory is significant because it uniquely includes technology as a meaningful element in learning and intelligence. The research methodology uses over a century of published literature to serve as a “learning history” of an observed organization: the learning research community. The theory extends decades of cumulative research by focusing on the capabilities of actors to succeed in their interactions (use and development) with technology.

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