**1. Introduction**

244 New Research on Knowledge Management Models and Methods

Z.Karvalics, L. (2011): The Dual Flue Effect. A Model and an Action Plan to Increase

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state control of books and accesss to knowledge and information. *Civil Society and* 

Knowledge-based Employment. Endorsement to the IBM White Book 1. JATE

Organizations have focused over the last two decades on finding a solution which could help them achieve success in a society dominated by changes that maintain and enhance competition permanently. The solution identified by organizations is represented by a new managerial process that concentrates on the most valuable resource currently available to them, namely the knowledge held both at the level of the employees individually and of the processes and practices specific to each organization. Implementation of knowledge management process is largely seen as a critical element in contemporary organizations which will enable and facilitate their survival and success, preservation of their position on the market, and growth of their performance.

Awareness of the importance which knowledge resources have concerning the performance of organizations has led to structural changes and massive investment for implementing knowledge management in organizations. Any discussion and any initiative in this regard involves the recognition of the need to make significant changes at organizational level that refer to the transformation of the way organizations relate to competition, to change and how they act in order to meet the challenges of society. Any knowledge management approach should consider hence that key element enabling organizations to adapt continuously to the changing environment, namely learning. This plays a leading role in transforming organizations and therefore in the implementation of knowledge management, and from there to the discussion on the need for their transformation into learning organizations is only one step.

Competitive advantage, which is often mentioned in literature, is based on the knowledge resources and the learning capacity of organizations (Argyris & Schon as cited in Tschaitschian et al., 2000; Prusak, 1996). It depends according to analysts on the organization's ability to acquire knowledge assets by planning and facilitating organizational learning (Pucik, 1996) which leads to the development, consolidation and growth of these resources, both through internal actions and collaborations, alliances, and partnerships with other organizations. Knowledge sharing too contributes to increasing competitive advantage (Teece, 2002) because value creation is based not only on the possession of knowledge and other assets, but also on the ability to transfer, assimilate, and combine knowledge and other assets.

Knowledge resources as such, their collecting, storage, processing and organization, but also learning as a simple process do not guarantee organizations they will obtain performance in

Creating a Culture of Learning and Knowledge Sharing in Libraries and Information Services 247

change in society (Quintas, 2002). Turoff at his turn believes that organizations will succeed

No matter how we choose to call the successful organization, competent organization (Sanchez, 2001), intelligent organization (Sydänmaanlakka, 2002), open organization (Addleson, 2000) etc., this is based on learning, it is an organization with a culture where people can interact and share knowledge. The learning organization is indicated as the ideal model to which all structures should turn, although building a learning organization is considered a risky activity (Gregory, 2000) in that it involves creating a new organizational culture. But what is a learning organization? In short, we remember the five main activities which Garvin considers as defining for learning organizations "systematic problem solving, experimentation with new approaches, learning from past experiences, learning from the best practices of others, and transferring knowledge quickly and efficiently throughout the

Many researchers make references to the individual as a decisive successful factor for knowledge management, despite the importance which is given to teams and groups (Stacey, 2001). And indeed when it comes to learning and knowledge creation and sharing, one must start from the individual and then reach organizational culture which must support these processes massively (Jacobson, 2006), the individual being the one who can interpret and communicate knowledge with other individuals, groups and organizations (King, 2006). But even if individual talent and creativity are at the basis of learning and innovation, ultimately it is the organizational culture that supports these processes (Kanter,

Learning is seen as a very complex creative process (Sydänmaanlakka, 2002), it is a social activity (Stamps, 2000) and "the natural connection between working and innovating" (Brown & Duguid, 2000). Some experts even speak of generative learning, ie learning that "increases the organization's ability to adapt to dynamic and unexpected situations and to

Learning takes place at three different levels: individual, group/team and organizational level and specialists refer to the circular interaction between the individual level and the group/organizational level (Stacey, 2001; Sydänmaanlakka, 2002). There have been created many models in this sense. For example, Sanchez proposed the model of the five learning cycles according to which "individuals in organizations create knowledge, individuals and the groups they work in interact to create shared knowledge and to generate new knowledge and groups use their knowledge to undertake coordinated action and to jointly develop new organizational competences" (Sanchez, 2001). For some specialists it seems more appropriate to talk about organizational learning, ie "the ability of the organization to renew itself by changing its values, practices and processes" (Sydänmaanlakka, 2002) than about the learning organization. Analysts of the learning process forewarn not only about the importance and difficulty of learning how to learn, but also about the need to unlearn, to leave behind old knowledge and practices that would not be useful in the future but could represent obstacles to new activities and new forms of management at organizational level

The greatest influence on the organization's performance is thus exerted by the organizational culture with all its components, and its transformation, meaning a greater

based on their ability to learn and adapt (Turoff, 1998, as cited in Gregory, 2000).

organization" (Garvin, 1993, as cited in Gregory, 2000).

respond creatively to them" (Ali et al., 2006).

(Cope, 2000; Quintas, 2002).

**2.2 Organizational culture** 

1996).

their work environment, just as simple application of knowledge management models that proved successful in some organizations do not ensure success in a different context. It is necessary to share knowledge and generate new knowledge, and in order to talk about learning, not only at individual, but also at organizational level, and transforming an organization into a learning organization, it requires a clear strategy to help organizations be able to anticipate, react and respond to the changing environment (Senge, 1990). Similarly, any attempt of implementing knowledge management in an organization must start from the need to adapt this process to the conditions in that organization, from studying the context and characteristics of its field of activity and from designing an appropriate model adapted for that organization.

Learning, knowledge sharing and knowledge generation are in a relationship of interdependence. All these processes depend on people, and this refers to the importance of human resources and organizational culture. Even if there is no consensus at this point, after so many years since the breaking out of interest in knowledge management, on its definition, its components, most experts agree on the importance of organizational culture in any knowledge management initiative. The role of organizational culture in the process of knowledge management implementation and in the action of transforming organizations into learning organizations is constantly highlighted in literature. It becomes clear therefore that an organizational culture that fosters learning and knowledge sharing is essential for contemporary organizations seeking increase of their performance and a leading position in their field. Forwards we address this issue.
