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Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci

Yıl 2006, Cilt: 8 Sayı: 2, 86 - 104, 01.06.2006

Veli Denizhan Kalkan

Öz

Örgütsel öğrenme süreci yönetim literatüründeki temel tartışma başlıklarından birini oluşturmaktadır ve daha iyi anlaşılması örgütler açısından önem taşımaktadır. Her ikisi de örgütsel öğrenme sürecinin bütünlüğü içinde yer alan örgütsel zekâ ve örgütsel bilgi üretimi, öncül ve sonuç rolleri itibarı ile, örgütsel öğrenme ile ilişkilidir. Bununla birlikte, her birine ilişkin literatür görece bağımsız bir gelişim içindedir. Öncül niteliğinde bir yeterlilik olarak örgütsel zekâyı ve örgütsel düzeyde ortaya çıkan kritik bir sonuç olarak örgütsel bilgi üretimini örgütsel öğrenme sürecinin bütünlüğü içinde değerlendiren bir yaklaşımın geliştirilmesi örgütsel öğrenme sürecinin daha iyi anlaşılmasını sağlayacaktır. Bu çalışma literatür değerlendirmesinden hareket ederek söz konusu yaklaşımın geliştirilmesine katkı sağlamaya yoğunlaşmıştır. Çalışmada birbiriyle ilişkili bu üç alandaki (örgütsel zekâ, örgütsel öğrenme ve örgütsel bilgi üretimi) literatürün ortaya koyduğu temel bulgular ele alınarak değerlendirilecek ve ileri araştırmalar için yararlı olabilecek kavramsal bir çerçeve sunulacaktır.

Anahtar Kelimeler

Örgütsel öğrenme örgütsel öğrenme süreci örgütsel zekâ örgütsel bilgi üretimi

Kaynakça

  • Akgün, A. E. (2001), Learning Typology For New Product Development Teams: A Socio-Cognitive Perspective, Stevens Institute of Technology, NJ, USA: Unpublished Doctoral Dissertation.
  • Akgün, A. E., Lynn, G. S. ve Byrne, J. C. (2003), Organizational Learning: A Socio-Cognitive Framework, Human Relations, 56: 7, s. 839-868.
  • Barutçugil, İ. (2002), Bilgi Yönetimi, İstanbul: Kariyer Yayıncılık. Bedeian, A. G. (1986), Contemporary Challenges in the Study of Organizations, Journal of Management, 12: 2, s. 185-201. Bhatt, G. D. (2001), Knowledge Management in Organizations: Examining the Interaction between Technologies, Techniques and People, Journal of Knowledge Management, 5: 1, s. 69-78.
  • Bonifacio, M. ve Molani, A. (2003), The Richness of Diversity in Knowledge Creation: An Interdisciplinary Overview, Journal of Universal Computer Science, 9: 6, s. 491-500.
  • Bonthous, J. M. (1996), Intelligence as Learning, Competitive Intelligence Review, 7, s. 49-59. Caloghirou, Y., Kastelli, I. ve Tsakanikas, A. (2004), Internal Capabilities and External Knowledge Resources: Complements or Substitutes for Innovative Performance?, Technovation, 24: 1, s. 29-39.
  • Castillo, J. (2002), A Note on the Concept of Tacit Knowledge, Journal of Management Inquiry, 11: 1, s. 46-57. Chonko, L. B., Dubinsky, A. L., Jones, E. ve Roberts, J. A. (2003), Organizational and Individual Learning in the Sales Force: An Agenda for Sales Research, Journal of Business Research, 56: 12, s. 935-946.
  • Choo, C. W. (1995), Information Management For An Intelligent Organization: The Art Of Environmental Scanning, Medford, NJ: Learned Information.
  • Clegg, S. (1999), Globalizing the Intelligent Organization: Learning Organizations, Smart Workers, (not so) Clever Countries and the Sociological Imagination, Management Learning, 30: 3, s. 259-280.
  • Cohen, W. M. ve Levinthal, D. A. (1990), Absorptive Capacity: A New Perspective on Learning and Innovation, Administrative Science Quarterly, 35: 1, s. 128-152.
  • Cook, S. D. N. ve Yanow, D. (1993), Culture and Organizational Learning, Journal of Management Inquiry, 2: 4, s. 373-390. Daft, R. L. ve Weick, K. E. (1984), Toward a Model of Organizations as Interpretation Systems, Academy of Management Review, 9: 2, s. 284-295
  • Davenport T. H. ve Prusak, L. (1998), Working Knowledge: How Organizations Manage What They Know, Boston: Harvard Business School Press.
  • Dixon, N. M. (1992), Organizational Learning: A Review of the Literature with Implications for HRD Professionals, Human Resource Development Quarterly, 3: 1, s. 29-48.
  • Domagalski, T. A. (1999), Emotions in Organizations: Main Currents, Human Relations, 52: 6, s. 833-852.
  • Dulewicz, V. ve Higgs, M. (2000), Emotional Intelligence: A Review and Evaluation Study, Journal of Managerial Psychology, 15: 4, s. 341-372. Erçetin, Ş. Ş. (2002), Action Research...Organizational Intelligence...Curriculum Development, Educational Research Quarterly, 26: 1, s. 41-49.
  • Fiol C. M. ve Lyles M. A. (1985), Organizational Learning, Academy of Management Review, 10: 4, s. 803-813.
  • Forrester, R. H. (2000), Capturing Learning and Applying Knowledge: An Investigation of the Use of Innovation Teams in Japanese and American Automotive Firms, Journal of Business Research, 47: 1, s. 35-45.
  • Gardner, H. (2003), Multiple Intelligences after Twenty Years, American Educational Research Association Conference Proceedings, Chicago, USA, 21st April 2003.
  • Garvin, D. A. (1993), Building a Learning Organization, Harvard Business Review, 71: 4, s. 78-91. Glynn, M. A. (1996), Innovative Genius: A Framework for Relating Individual and Organizational Intelligences to Innovation, Academy of Management Review, 21: 4, s. 1081-1111.
  • Halal, W. E. (1997), Organizational Intelligence, Strategy & Business, 9: 4, s. 10-13.
  • Halal, W. E. ve Kull, M. D. (1998), Measuring Organizational Intelligence, Auburn Horizon, Web Erişimi [28.12.2005]: www.auburn.edu/administration/horizon/measuring.html Huber, G. P. (1991), Organizational Learning: The Contributing Processes and the Literatures, Organization Science, 2: 1, s. 88-115.
  • Kakihara, M. ve Sorensen, C. (2002), Exploring Knowledge Emergence: From Chaos to Organizational Knowledge, Journal of Global Information Technology Management, 5: 3, s. 48-66.
  • Kim, D. H. (1993), The Link between Individual and Organizational Learning, Sloan Management Review, 35: 1, s. 37-50.
  • Koh, A. T. (1998), Organizational Learning in Successful East Asian Firms: Principles, Practices, and Prospects, Technological Forecasting and Social Change, 58: 3, s. 285-295.
  • Li, M. ve Gao, F. (2003), Why Nonaka Highlights Tacit Knowledge: A Critical Review, Journal of Knowledge Management, 7: 4, s. 6-14.
  • Linde, C. (2001), Narrative and Social Tacit Knowledge, Journal of Knowledge Management, 5: 2, s. 160-170.
  • Mayer, J. D., Caruso, D. R. ve Salovey, P. (2000), Emotional Intelligence Meets Traditional Standards for an Intelligence, Intelligence, 27: 4, s. 276-298.
  • McMaster, M. D. (1996), The Intelligence Advantage: Organizing for Complexity, Newton, MA: Butterworth-Heinemann.
  • McMaster, M. D. (1997), Organizing for Innovation: Technology and Intelligent Capacities, Long Range Planning, 30: 5, s. 799-802.
  • Mehra K. ve Dhawan S. K. (2003), Study of the Process of Organisational Learning in Software Firms in India, Technovation, 23: 2, s. 121-129. Nash, R. (2005), Cognitive Habitus and Collective Intelligence: Concepts for the Explanation of Inequality of Educational Opportunity, Journal of Educational Policy, 20: 1, s. 3-21.
  • Nevis, E. C., Dibella, A. J. ve Gould, J. M. (1995), Understanding Organizations as Learning Systems, Sloan Management Review, 36: 2, s. 73-85.
  • Nikula, R. E. (1999), Organizational Learning within Health Care Organizations, International Journal of Medical Informatics, 56: 1-3, s. 61-66 . Nonaka, I. (1994), A Dynamic Theory of Organizational Knowledge Creation, Organization Science, 5: 1, s. 14-37.
  • Nonaka I. ve Takeuchi, H. (1995), The Knowledge-Creating Company, New York: Oxford University Press.
  • Nonaka, I. and Konno, N. (1998), The Concept of “Ba”: Building a Foundation for Knowledge Creation, California Management Review, 40: 3, s. 40-54.
  • Nonaka, I., Toyama, R. ve Konno, N. (2000), SECI, Ba and Leadership: A Unified Model of Dynamic Knowledge Creation, Long Range Planning, 33: 1, s. 5-34.
  • Öğüt, A. (2003), Bilgi Çağında Yönetim, 2. Baskı, Ankara: Nobel Yayın Dağıtım. Parent, M., Gallupe, R. B., Salisbury, W. D. ve Handelman, J. M. (2000), Knowledge Creation in Focus Groups: Can Group Technologies Help?, Information & Management, 38: 1, s. 47-58
  • Quebbeman, A. J. ve Rozell, E. J. (2002), Emotional Intelligence and Dispositional Affectivity as Moderators of Workplace Aggression: The Impact on Behavior Choice, Human Resource Management Review, 12: 1, s. 125-143.
  • Robey, D., Boudreau, M. ve Rose, G. M. (2000), Information Technology and Organizational Learning: A Review and Assessment of Research, Accounting Management and Information Technologies, 10: 2, s. 125-155.
  • Romme G. ve Dillen R. (1997), Mapping the Landscape of Organizational Learning”, European Management Journal, 15: 1, s. 68-78. Schlinger, H. D. (2003), The Myth of Intelligence, The Psychological Record, 53: 1, s. 15-32.
  • Schwaninger, M. (2001), Intelligent Organizations: An Integrative Framework, Systems Research and Behavioral Science, 18: 2, s. 137-158.
  • Senge, P. (1990), The Fifth Discipline: The Art And Practice Of The Learning Organization, New York: Doubleday.
  • Stata, R. (1989), Organizational Learning: The Key to Management Innovation, Sloan Management Review, 30: 3, s. 63-74.
  • Stein, E. W. (1995), Organizational Memory: Review of Concepts and Recommendations for Management, International Journal of Information Management, 15: 1, s. 17-32.
  • Sternberg, R. J. (1984), Toward a Triarchic Theory of Human Intelligence, Behavior and Brain Sciences, 7: 2, s. 269-315.
  • Sternberg, R. J. ve Kaufman, J. C. (1998), Human Abilities, Annual Review of Psychology, 49, 479-502.
  • Tippins, M. J. ve Sohi, R. S. (2003), IT Competency and Firm Performance: Is Organizational Learning a Missing Link?, Strategic Management Journal, 24: 8, s. 745-761.
  • Tsang, E. W. K. (1997), Organizational Learning and the Learning Organization: A Dichotomy between Descriptive and Prescriptive Research, Human Relations, 50: 1, s. 73-89.
  • Van Beveren, J. (2002), A Model of Knowledge Acquisition That Refocuses Knowledge Management, Journal of Knowledge Management, 6: 1, s. 18-22.
  • Veryard, R. (2000), On Intelligence, Veryard Projects Web Page, Web Erişimi [27.11.2005]: http://www.users.globelnet.co.uk/~rxv/cbb-intelligence.pdf Vince, R. (2001), Power and Emotion in Organizational Learning, Human Relations, 54: 10, s. 1325-1351.
  • Walsh, J. P. ve Ungson, G. R. (1991), Organizational Memory, Academy of Management Review, 16: 1, s. 57-91
  • Yim, N-H., Kim, S-H., Kim, H-W. ve Kwahk, K-Y. (2004), Knowledge Based Decision Making on Higher Level Strategic Concerns: System Dynamics Approach, Expert Systems with Applications, 27: 1, s. 143-158.
  • Yolles, M. (2005), Organisational Intelligence, The Journal of Workplace Learning, 17: 1-2, s. 99-114.
  • Zack, M. H. (1999), Managing Codified Knowledge, Sloan Management Review, 40: 4, s. 45-58.

Yıl 2006, Cilt: 8 Sayı: 2, 86 - 104, 01.06.2006

Veli Denizhan Kalkan

Öz

Organizational learning process constitutes one of the main discussion points in management literature and comprehending it is vital for organizations. Organizational intelligence and organizational knowledge creation, both of which are located within the integrity of organizational learning process, are related with organizational learning functioning as antecedent and consequence respectively. However, literature regarding each concept has a relatively independent progress. Developing an approach that evaluates organizational intelligence and organizational knowledge creation, functioning as an antecedent capability and a critical consequence displayed at the organizational level respectively, within the integrity of organizational learning process will contribute to the further understanding of the organizational learning process. This paper concentrates on developing the mentioned approach based on an extensive literature review. The main findings of the literature regarding these three subjects (organizational intelligence, learning, and knowledge creation) are evaluated and a conceptual framework for further research is offered

Anahtar Kelimeler

Organizational learning organizational learning process organizational intelligence organizational knowledge creation

Kaynakça

  • Akgün, A. E. (2001), Learning Typology For New Product Development Teams: A Socio-Cognitive Perspective, Stevens Institute of Technology, NJ, USA: Unpublished Doctoral Dissertation.
  • Akgün, A. E., Lynn, G. S. ve Byrne, J. C. (2003), Organizational Learning: A Socio-Cognitive Framework, Human Relations, 56: 7, s. 839-868.
  • Barutçugil, İ. (2002), Bilgi Yönetimi, İstanbul: Kariyer Yayıncılık. Bedeian, A. G. (1986), Contemporary Challenges in the Study of Organizations, Journal of Management, 12: 2, s. 185-201. Bhatt, G. D. (2001), Knowledge Management in Organizations: Examining the Interaction between Technologies, Techniques and People, Journal of Knowledge Management, 5: 1, s. 69-78.
  • Bonifacio, M. ve Molani, A. (2003), The Richness of Diversity in Knowledge Creation: An Interdisciplinary Overview, Journal of Universal Computer Science, 9: 6, s. 491-500.
  • Bonthous, J. M. (1996), Intelligence as Learning, Competitive Intelligence Review, 7, s. 49-59. Caloghirou, Y., Kastelli, I. ve Tsakanikas, A. (2004), Internal Capabilities and External Knowledge Resources: Complements or Substitutes for Innovative Performance?, Technovation, 24: 1, s. 29-39.
  • Castillo, J. (2002), A Note on the Concept of Tacit Knowledge, Journal of Management Inquiry, 11: 1, s. 46-57. Chonko, L. B., Dubinsky, A. L., Jones, E. ve Roberts, J. A. (2003), Organizational and Individual Learning in the Sales Force: An Agenda for Sales Research, Journal of Business Research, 56: 12, s. 935-946.
  • Choo, C. W. (1995), Information Management For An Intelligent Organization: The Art Of Environmental Scanning, Medford, NJ: Learned Information.
  • Clegg, S. (1999), Globalizing the Intelligent Organization: Learning Organizations, Smart Workers, (not so) Clever Countries and the Sociological Imagination, Management Learning, 30: 3, s. 259-280.
  • Cohen, W. M. ve Levinthal, D. A. (1990), Absorptive Capacity: A New Perspective on Learning and Innovation, Administrative Science Quarterly, 35: 1, s. 128-152.
  • Cook, S. D. N. ve Yanow, D. (1993), Culture and Organizational Learning, Journal of Management Inquiry, 2: 4, s. 373-390. Daft, R. L. ve Weick, K. E. (1984), Toward a Model of Organizations as Interpretation Systems, Academy of Management Review, 9: 2, s. 284-295
  • Davenport T. H. ve Prusak, L. (1998), Working Knowledge: How Organizations Manage What They Know, Boston: Harvard Business School Press.
  • Dixon, N. M. (1992), Organizational Learning: A Review of the Literature with Implications for HRD Professionals, Human Resource Development Quarterly, 3: 1, s. 29-48.
  • Domagalski, T. A. (1999), Emotions in Organizations: Main Currents, Human Relations, 52: 6, s. 833-852.
  • Dulewicz, V. ve Higgs, M. (2000), Emotional Intelligence: A Review and Evaluation Study, Journal of Managerial Psychology, 15: 4, s. 341-372. Erçetin, Ş. Ş. (2002), Action Research...Organizational Intelligence...Curriculum Development, Educational Research Quarterly, 26: 1, s. 41-49.
  • Fiol C. M. ve Lyles M. A. (1985), Organizational Learning, Academy of Management Review, 10: 4, s. 803-813.
  • Forrester, R. H. (2000), Capturing Learning and Applying Knowledge: An Investigation of the Use of Innovation Teams in Japanese and American Automotive Firms, Journal of Business Research, 47: 1, s. 35-45.
  • Gardner, H. (2003), Multiple Intelligences after Twenty Years, American Educational Research Association Conference Proceedings, Chicago, USA, 21st April 2003.
  • Garvin, D. A. (1993), Building a Learning Organization, Harvard Business Review, 71: 4, s. 78-91. Glynn, M. A. (1996), Innovative Genius: A Framework for Relating Individual and Organizational Intelligences to Innovation, Academy of Management Review, 21: 4, s. 1081-1111.
  • Halal, W. E. (1997), Organizational Intelligence, Strategy & Business, 9: 4, s. 10-13.
  • Halal, W. E. ve Kull, M. D. (1998), Measuring Organizational Intelligence, Auburn Horizon, Web Erişimi [28.12.2005]: www.auburn.edu/administration/horizon/measuring.html Huber, G. P. (1991), Organizational Learning: The Contributing Processes and the Literatures, Organization Science, 2: 1, s. 88-115.
  • Kakihara, M. ve Sorensen, C. (2002), Exploring Knowledge Emergence: From Chaos to Organizational Knowledge, Journal of Global Information Technology Management, 5: 3, s. 48-66.
  • Kim, D. H. (1993), The Link between Individual and Organizational Learning, Sloan Management Review, 35: 1, s. 37-50.
  • Koh, A. T. (1998), Organizational Learning in Successful East Asian Firms: Principles, Practices, and Prospects, Technological Forecasting and Social Change, 58: 3, s. 285-295.
  • Li, M. ve Gao, F. (2003), Why Nonaka Highlights Tacit Knowledge: A Critical Review, Journal of Knowledge Management, 7: 4, s. 6-14.
  • Linde, C. (2001), Narrative and Social Tacit Knowledge, Journal of Knowledge Management, 5: 2, s. 160-170.
  • Mayer, J. D., Caruso, D. R. ve Salovey, P. (2000), Emotional Intelligence Meets Traditional Standards for an Intelligence, Intelligence, 27: 4, s. 276-298.
  • McMaster, M. D. (1996), The Intelligence Advantage: Organizing for Complexity, Newton, MA: Butterworth-Heinemann.
  • McMaster, M. D. (1997), Organizing for Innovation: Technology and Intelligent Capacities, Long Range Planning, 30: 5, s. 799-802.
  • Mehra K. ve Dhawan S. K. (2003), Study of the Process of Organisational Learning in Software Firms in India, Technovation, 23: 2, s. 121-129. Nash, R. (2005), Cognitive Habitus and Collective Intelligence: Concepts for the Explanation of Inequality of Educational Opportunity, Journal of Educational Policy, 20: 1, s. 3-21.
  • Nevis, E. C., Dibella, A. J. ve Gould, J. M. (1995), Understanding Organizations as Learning Systems, Sloan Management Review, 36: 2, s. 73-85.
  • Nikula, R. E. (1999), Organizational Learning within Health Care Organizations, International Journal of Medical Informatics, 56: 1-3, s. 61-66 . Nonaka, I. (1994), A Dynamic Theory of Organizational Knowledge Creation, Organization Science, 5: 1, s. 14-37.
  • Nonaka I. ve Takeuchi, H. (1995), The Knowledge-Creating Company, New York: Oxford University Press.
  • Nonaka, I. and Konno, N. (1998), The Concept of “Ba”: Building a Foundation for Knowledge Creation, California Management Review, 40: 3, s. 40-54.
  • Nonaka, I., Toyama, R. ve Konno, N. (2000), SECI, Ba and Leadership: A Unified Model of Dynamic Knowledge Creation, Long Range Planning, 33: 1, s. 5-34.
  • Öğüt, A. (2003), Bilgi Çağında Yönetim, 2. Baskı, Ankara: Nobel Yayın Dağıtım. Parent, M., Gallupe, R. B., Salisbury, W. D. ve Handelman, J. M. (2000), Knowledge Creation in Focus Groups: Can Group Technologies Help?, Information & Management, 38: 1, s. 47-58
  • Quebbeman, A. J. ve Rozell, E. J. (2002), Emotional Intelligence and Dispositional Affectivity as Moderators of Workplace Aggression: The Impact on Behavior Choice, Human Resource Management Review, 12: 1, s. 125-143.
  • Robey, D., Boudreau, M. ve Rose, G. M. (2000), Information Technology and Organizational Learning: A Review and Assessment of Research, Accounting Management and Information Technologies, 10: 2, s. 125-155.
  • Romme G. ve Dillen R. (1997), Mapping the Landscape of Organizational Learning”, European Management Journal, 15: 1, s. 68-78. Schlinger, H. D. (2003), The Myth of Intelligence, The Psychological Record, 53: 1, s. 15-32.
  • Schwaninger, M. (2001), Intelligent Organizations: An Integrative Framework, Systems Research and Behavioral Science, 18: 2, s. 137-158.
  • Senge, P. (1990), The Fifth Discipline: The Art And Practice Of The Learning Organization, New York: Doubleday.
  • Stata, R. (1989), Organizational Learning: The Key to Management Innovation, Sloan Management Review, 30: 3, s. 63-74.
  • Stein, E. W. (1995), Organizational Memory: Review of Concepts and Recommendations for Management, International Journal of Information Management, 15: 1, s. 17-32.
  • Sternberg, R. J. (1984), Toward a Triarchic Theory of Human Intelligence, Behavior and Brain Sciences, 7: 2, s. 269-315.
  • Sternberg, R. J. ve Kaufman, J. C. (1998), Human Abilities, Annual Review of Psychology, 49, 479-502.
  • Tippins, M. J. ve Sohi, R. S. (2003), IT Competency and Firm Performance: Is Organizational Learning a Missing Link?, Strategic Management Journal, 24: 8, s. 745-761.
  • Tsang, E. W. K. (1997), Organizational Learning and the Learning Organization: A Dichotomy between Descriptive and Prescriptive Research, Human Relations, 50: 1, s. 73-89.
  • Van Beveren, J. (2002), A Model of Knowledge Acquisition That Refocuses Knowledge Management, Journal of Knowledge Management, 6: 1, s. 18-22.
  • Veryard, R. (2000), On Intelligence, Veryard Projects Web Page, Web Erişimi [27.11.2005]: http://www.users.globelnet.co.uk/~rxv/cbb-intelligence.pdf Vince, R. (2001), Power and Emotion in Organizational Learning, Human Relations, 54: 10, s. 1325-1351.
  • Walsh, J. P. ve Ungson, G. R. (1991), Organizational Memory, Academy of Management Review, 16: 1, s. 57-91
  • Yim, N-H., Kim, S-H., Kim, H-W. ve Kwahk, K-Y. (2004), Knowledge Based Decision Making on Higher Level Strategic Concerns: System Dynamics Approach, Expert Systems with Applications, 27: 1, s. 143-158.
  • Yolles, M. (2005), Organisational Intelligence, The Journal of Workplace Learning, 17: 1-2, s. 99-114.
  • Zack, M. H. (1999), Managing Codified Knowledge, Sloan Management Review, 40: 4, s. 45-58.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA24JT38TP
Bölüm Makaleler
Yazarlar

Veli Denizhan Kalkan Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 8 Sayı: 2

Kaynak Göster

APA Kalkan, V. D. (2006). Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci. ISGUC The Journal of Industrial Relations and Human Resources, 8(2), 86-104.
AMA Kalkan VD. Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci. isguc. Haziran 2006;8(2):86-104.
Chicago Kalkan, Veli Denizhan. “Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci”. ISGUC The Journal of Industrial Relations and Human Resources 8, sy. 2 (Haziran 2006): 86-104.
EndNote Kalkan VD (01 Haziran 2006) Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci. ISGUC The Journal of Industrial Relations and Human Resources 8 2 86–104.
IEEE V. D. Kalkan, “Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci”, isguc, c. 8, sy. 2, ss. 86–104, 2006.
ISNAD Kalkan, Veli Denizhan. “Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci”. ISGUC The Journal of Industrial Relations and Human Resources 8/2 (Haziran 2006), 86-104.
JAMA Kalkan VD. Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci. isguc. 2006;8:86–104.
MLA Kalkan, Veli Denizhan. “Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci”. ISGUC The Journal of Industrial Relations and Human Resources, c. 8, sy. 2, 2006, ss. 86-104.
Vancouver Kalkan VD. Öncülleri Ve Sonuçlarıyla İşletmelerde Örgütsel Öğrenme Süreci. isguc. 2006;8(2):86-104.