Global Journal of Management and Business Research, A: Administration and Management, Volume 22 Issue 1

Promotion of Organizational Learning from the Education Committees of Transport Cooperatives Andrea Ximena Casadiego Gómez α , Genny Torcoroma Navarro Claro σ & Cindy Paola Pineda López ρ Abstract- The initial purpose of the study is to answer the question: What type and styles of learning are promoted in the cooperative transport sector from the work of the education committees? Therefore, from the theoretical foundations, the project achieved compliance with the general objective, focused on knowing the types, styles and characteristics of the organizational learning promoted by the transport cooperatives through the management of the education committee, therefore, a quantitative methodology was applied, applying the instrument to Directors of the four active education committees in transport cooperatives in the municipality of Ocaña. Finally, it is obtained with the results that the most predominant organizational learning is corrective and adaptive, and is represented in the solidarity institutions. Keywords: organizational learning, intellectual capital, cooperative, education committees. I. I ntroduction he objective of the solidarity entities is to promote the formation of human capital, above all, to achieve the appropriation of the solidarity aims and values, therefore, without the recognition of the characteristics of organizational learning, cataloged as the capacity that organizations have to generate new knowledge from the creation, organization and processing of information, thereby configuring a culture that generates new capabilities, products and services aimed at improving processes (Angulo 2017, 259-301). Now, well Zietsma, Winn, Branzei and Vertinsky (2002), (cited in Castañeda and Fernández 2007, 245- 254), consider that it is a process in which knowledge is contracted and transferred through three levels: Individual, group and organizational, from there, that the foregoing is a guarantor for knowledge management, understood as the entire set of activities carried out in order to use, share and develop the knowledge of an organization and the individuals who work in it, directing them to the best achievement of their objectives (Bustelo and Amarilla2001, 226-230). Author α σ : Francisco de Paula Santander Ocaña University. e-mails: axcasadiegog@ufpso.edu.co , gtnavarroc@ufpso.edu.co orcid.org/0000-0002-8597-3105 , orcid.org/0000-0003-3225-9028 Author ρ : Corporación de Gestión Empresarial, Investigativa y de proyectos. e-mail: cipapilo.04@gmail.com https://orcid.org/0000-0002- 6149-7925 Organizational learning, nowadays, is considered as a catalyst of competitive scenarios, where it is declared that it is associated both with the change of organizational behavior and the creation of a knowledge base that supports it, of course, it requires ensuring a culture that lead knowledge management under the reference of intellectual capital, as it is understood as the combination of intangible or intangible assets, including staff knowledge, the ability to learn and adapt (Sánchez, MeliánandHormiga 2007, 97-11). However, and from the need to recognize the organizational learning process, it is necessary to explore and reveal what commitments are established to promote development and correct communication and education about the culture of solidarity existing in them, likewise, support with deductive arguments, for this, This article presents a diagnosis of the current conditions in the promotion of organizational learning of education committees according to the training protocols, also identifies the types, approaches and styles of organizational learning in the education committees of the transport cooperatives. II. T heoretical F ramework Next, a list of the theories relevant to the development and fulfillment of objectives is presented. a) Theory of knowledge creation Nonaka and Takeuchi This model emphasizes that creating knowledge does not consist in having information, but in processing, internalizing it and transforming it into ideas, sharing them taking into account the space in order to carry out effective feedback with all members of the organization. Meanwhile, for Nonaka and Takeuchi (1999), cited in Avendaño and Flores (2016), such knowledge management covers aspects related to the following processes: creation or acquisition, structuring, transformation and transfer of knowledge, until its storage and incorporation into all processes of the organization. b) Types and styles of organizational learning Organizations must inspire people to verify an aptitude capable of understanding reality and improving shared mental models, for the fulfillment of objectives, T 1 Global Journal of Management and Business Research Volume XXII Issue I Version I Year 2022 ( ) A © 2022 Global Journals