Individual learning in organisational learning contexts: A literature review

Abstract

Background

This study consists of a literature review of scientific publications related to being, knowing and doing as components of individual learning in organizational contexts.

Objective

This literature review aims to analyze the relationships between being, knowing and doing as components of organizational learning, as well as the different theoretical perspectives that involve them. It is also intended to identify the evolution of mentioned components and gaps in theories in order to recommend future directions for research.

Methods

It begins with a bibliometric analysis combined with a systematic review. First, a metadata review is performed with the help of VosViewer. Subsequently, using the PRISMA statement for the systematic review, the search is refined and a content analysis is performed.

Results

More research focused on strengthening individual learning and experiential learning as a contribution to the field of organizational learning is needed. An important relationship between being, knowing and doing with organizational learning theory is also identified. Knowledge management, know-how and context emerge as new theoretical elements or as part of the theories analyzed.

Conclusions

This research enriches existing knowledge by demonstrating that, despite the evident relationship between being, knowing and doing in knowledge construction, these components are not considered in individual and organizational knowledge planning indicating the need to study them further.

Keywords

Organisational learning individual learning knowledge management context

1. Introduction

Over the past three decades, the process of learning in the organizational context has undergone a significant transformation. It has shifted from a functionalist perspective, solely focused on outcomes and business goals [1], towards a more humanistic approach, where the individual is recognised as the primary source of knowledge creation, acquisition, transfer, and transformation [2, 3]. This evolution reflects a substantial change in how learning is understood within organizations, highlighting the crucial role of individual knowledge in this process. Therefore, it is essential to acknowledge the influence of recent decades on the configuration of organizational learning, where increasing attention is given to personal aspects and individual characteristics [2, 3]. In this context, some entrepreneurs of small and medium-sized enterprises (SMEs) in the gastronomic sector, located in eastern Antioquia, express the need to develop more effective training processes, specifically focusing on each person’s particularities. Thus, it is crucial to understand how the components of being, knowing, and doing have been theorised within organizational learning, as well as the relationships they establish with the process of knowledge generation and transmission, in order to contribute to the development and growth of individuals and businesses.

Therefore, the purpose of this literature review is to analyse the relationships between being, knowing, and doing as components of organisational learning, as well as the various theoretical perspectives that encompass them. This is done with the aim of highlighting certain gaps that may suggest future research directions for both academia and the business sector. Upon completing the activities aimed at achieving the aforementioned objective, bibliometric analysis and systematic review reveal a notable finding regarding the scarcity of studies on organisational learning that address knowledge production within companies from the perspective of individual skills and needs [4–6]. This deficiency appears to have a significant impact on the success or failure of individual learning and, therefore, on organisational learning [7–9]. In order to fulfil the objective of this research, questions were addressed such as: What relationships do researchers demonstrate regarding organisational learning between being, knowing, and doing with individual learning in business contexts? What has been the evolution of this field of study over time? What trends and relevant data exist to identify and analyse research components?

Once these questions are addressed through bibliometric analysis and systematic review, a close relationship between organizational learning theory and knowledge management becomes evident. Connections are established between being and individual learning [10–12], knowing and organizational learning [13–15], doing and experiential learning, and a relationship between knowing how and knowledge management is highlighted [16–18]. Furthermore, a new essential component for knowledge production and management emerges: context. However, the components of being, knowing, and doing are not necessarily directly linked to individual learning as part of organizational learning [19, 20]. Therefore, this document explicitly establishes a relationship between these components and theories of organizational learning and knowledge management, as the lack of connection can lead to ineffective training and loss of interest on the part of managers and staff [21, 22]. It is believed that by incorporating being, knowing, doing, knowing how, and context as necessary components in the conversion of implicit knowledge into explicit knowledge [23], one can directly influence the development of individual skills and capacities, as well as the productivity of businesses [24, 25].

This document follows the following structure: Materials and Methods – Here, the steps of the process for bibliometric analysis and document refinement for content analysis are detailed. Results – Relevant data is identified, relationships between the literature and the main components of the research are evidenced, and their current evolution is established. Content Analysis and Discussion – Perspectives found in the review on the study topic and the analysed components are addressed, with the aim of advancing research and contributing to organisational learning. Additionally, a starting point is established to delimit the search that characterises being, knowing, and doing in future research. Practical Implications – It is considered necessary to contribute to theories of organisational learning and knowledge management in a contextualised manner, thus expecting to enhance people’s knowledge in different types of companies, specifically in the gastronomic sector in Oriente de Antioquia. There is a particular focus on contributing to kitchen staff, as they directly influence the success or failure of such companies. Furthermore, there is a proposal to characterise being, knowing, and doing as components that underpin the relationship between individual, organisational, and experiential learning to manage knowledge in context. Finally, the Conclusions section is found – Firstly, it is concluded that the proposed objective is achieved as it was possible to identify the main relationships between the research components and the chosen theories. It is also concluded, among other aspects, that only by disaggregating the components that are part of organisational learning can a direct contribution be made, allowing for a deeper understanding of the study topic, theory, and their own characteristics.

2. Materials and methods

In order to propose a methodology that allows achieving the objective set forth in this document, the importance of tracing large volumes of data for bibliometric analysis [26] is initially highlighted. To this end, an equation is established that includes the main components of this research: (“organizatio*” or “organisatio*” or “business” or “enterprise*” or “compan*”) and (“learnin*” or “educativo*” or “train*” or “apprent*”) and (“knowledge manage*” or “knowledge administrati*” or “KM” or “administration of knowledge” or “management of knowledge” or “knowledge sharing” or “sharing of knowledge”). A search is carried out in the Scopus database, known for its ability to identify scientific literature published in high-impact journals, obtaining a total of 12,535 documents published between 2000 and 2023. Subsequently, the area of knowledge, authors, countries, journals, and other data presented in the results are analysed. Additionally, the data is downloaded in CSV format (Comma-Separated Values) for further analysis using VosViewer software, which facilitates the identification of correlations and co-occurrences, generating maps and criteria from the traced data [26]. This analysis will also contribute to determining the categories created from the various groups of concepts organized in clusters, which ultimately relate to the main components mentioned at the beginning of this document, giving meaning to this literature review.

To carry out the bibliometric analysis and the first stage of the systematic review, we followed the steps proposed by Anand and Brix [27]. Fig. 1 presents a flowchart illustrating in detail the steps taken to conduct the literature search and select the data that will be part of the bibliometric and content analysis presented in the results.

Fig. 1.

Methodology used for bibliometric analysis and data refinement.

Fig. 1 shows the initial search equation on the left. The research questions proposed in this document guide the formulation of this equation. On the right, the three phases carried out from the initial selection of large volumes of data to the selection of documents for the systematic review are represented.

For the systematic literature review, we relied on the PRISMA statement published by Moher, Liberati, Tetzlaff, and Altman [28], who suggest that the criteria used should be explicitly declared, including techniques to avoid biases, heterogeneity, and inaccuracies in the data obtained. The information is refined by limiting the results to documents containing the search criteria only in the title, resulting in 4,132 publications. However, it is considered necessary to further refine the publications for content analysis. At this point, the concept of experiential learning is included due to its recurrence in the initial searches, and the search is restricted to documents published between 2018 and 2024, resulting in 77 documents. After excluding a total of 18 unretrieved publications, we finally obtained a total of 59 documents. Additionally, 54 more documents are included considering some recurrent references identified in the initially selected documents and others that arise during the refinement of the initial search equation. In the results chapter, the process described in this section is described more clearly, allowing us to establish why each of the initial components of this research is related to the theoretical criteria found.

3. Results

Below is the metadata obtained in Scopus, including the number of publications per area, the percentage each area represents concerning the total, the number of publications per year, and the most cited authors. This is based on an equation refined according to the criteria evident at each stage, as mentioned in section 2 of this document, materials and methods.

3.1. Search and metadata analysis in Scopus

To begin the literature review proposed in this article, a search equation is developed as a starting point that relates to the components of the review. The following equation is obtained as a result:

The equation in Table 1 provides the initial inputs for bibliometric analysis. From the obtained data, the criteria mentioned in Fig. 1 are applied to the questions and the intent of the analysis. One of the relevant results from the metadata is related to the distribution by knowledge area, as shown in Table 2.

Table 1.

Equation No. 1 Initial Search Criteria.

Equation No. 1
(“organizatio” or “organisatio” or “business” or “enterprise” or “compan”) and (“learnin” or “educativo” or “train” or “apprent”) and (“knowledge manage” or “knowledge administrati” or “KM” or “administration of knowledge” or “management of knowledge” or “knowledge sharing” or “sharing of knowledge”).

Table 2.

Area of research related to components.

No.	Research areas	Record count	Per cent
1	Computer science	2.695	21,50%
2	Business and management	2.457	19,60%
3	Social science	1.717	13,70%
4	Engineering	1.592	12,70%
5	Decision science	1.203	9,60%
6	Mathematics	514	4,10%

The areas mentioned in Table 2, 10,178 documents are grouped out of the 12,535 selected for bibliometric analysis. This indicates that over 80% of publications on organisational learning related to being, knowing, and doing are concentrated in six knowledge areas. 40% of the total scientific articles published about the analysed components are concentrated in the fields of computer science and business administration. The information downloaded from Scopus contains other relevant quantitative data, such as the number of publications per year, as shown in Table 3 below:

Table 3.

Activity for published articles between (2000–2024).

Year	Document per year	Year	Document per year
2.000	120	2.013	684
2.001	148	2.014	622
2.002	166	2.015	626
2.003	252	2.016	651
2.004	260	2.017	626
2.005	365	2.018	596
2.006	414	2.019	673
2.007	525	2.020	709
2.008	630	2.021	648
2.009	723	2.022	652
2.010	714	2.023	488
2.011	650	2.024	3
2.012	590

Table 3 quantifies the number of publications per year between 2000 and 2024 for 12,535 documents that constitute the material for bibliometric analysis. Fig. 2 graphs the data from Table 3, yielding the following:

Fig. 2.

Documents per year.

It is essential to mention that, as observed in Fig. 2, there is an increase from 120 publications in 2000 to 714 articles in 2010, representing a growth of 595%. It can also be inferred that the number of publications between 2010 and 2023 fluctuated between 488 and 718, with an overall average for the 13 years of 638 documents per year. In addition to publications per year, it is considered necessary, with the data obtained, to relate the number of publications per author, as seen in Fig. 3.

Fig. 3.

Documents by author for 12.535 publications.

Fig. 3 contains 15 researchers who top the list of publications per author, with totals ranging from 12 to 23. At the top is Abel, M with a total of 23 articles, and the list closes with Santoro, F with a total of 12 articles. This trend suggests some authors consider content review, as, according to the data provided by Scopus, each has a significant number of publications in this area of study, making them necessary references.

Once again, some suggested filters to refine the search are included. In this case, the search is limited to the fields of management, business, accounting, economics, econometrics, and finance. Similarly, the document type is limited to articles. The result is metadata from 4,132 publications.

After including the new criteria, the results are represented in Fig. 4, showing the documents by subject area for the new search with the equation from Table 4.

Fig. 4.

Documents by subject area.

Table 4.

Search equation limiting knowledge areas.

Equation No. 2
TITLE-ABS-KEY((“organizatio” OR “organisatio” OR “business” OR “enterprise” OR “compan”) AND (“learnin” OR “educativo” OR “train” OR “apprent”) AND (“knowledge manage” OR “knowledge administrati” OR “KM” OR “administration of knowledge” OR “management of knowledge” OR “knowledge sharing” OR “sharing of knowledge”)) and (limit-to (subjarea,”busi”) or limit-to (subjarea,”econ”) or limit-to (subjarea,”soci”) or limit-to (subjarea,”mult”)) and (limit-to (doctype,”ar”))

Equation No. 2

TITLE-ABS-KEY((“organizatio*” OR “organisatio*” OR “business” OR “enterprise*” OR “compan*”) AND (“learnin*” OR “educativo*” OR “train*” OR “apprent*”) AND (“knowledge manage*” OR “knowledge administrati*” OR “KM” OR “administration of knowledge” OR “management of knowledge” OR “knowledge sharing” OR “sharing of knowledge”)) and (limit-to (subjarea,”busi”) or limit-to (subjarea,”econ”) or limit-to (subjarea,”soci”) or limit-to (subjarea,”mult”)) and (limit-to (doctype,”ar”))

Like the first database, it is confirmed that the subject areas grouping the highest number of publications are business, administration and social sciences with 2,463 publications representing 60% of the total. It is essential to highlight that this new search prioritizes the field of business and administration, which, in the case of the selection of 12,535 documents, was in second place.

Similarly, new data is obtained and included in the content review regarding authors per publication. As mentioned, these are included in their significance to other cited authors and for the content review.

Fig. 5 shows that once experiential learning is included as an element related to being, knowing, and doing for individual learning, new authors emerge, strengthening the initial discussion and expanding the selection of documents by referencing other authors in this knowledge area.

Fig. 5.

Documents by author for 4.132 publications.

3.2. Trends in research on being, knowing, and doing in individual and organizational learning

One of the most used methods today to discover new research areas, according to AlQudah [29], is co-occurrence analysis. This method involves a relational and multivariate indication where grouped concepts are reviewed. A network of co-occurrences is constructed through the analysis of words, and measures of similarity are generated. This method can produce maps that include authors, keywords, abstracts, and year of publication, among other important data for analysis.

After reviewing the metadata provided by Scopus, the CSV files are finally downloaded, as mentioned earlier. The obtained data is uploaded to VosViewer to initiate the review of clusters and co-occurrences, among other relevant data that can be extracted. In Fig. 6, a pronounced relationship between organisational learning and knowledge management stands out, indicating possible theoretical paths to address the issue and strengthen this review and the research framing it.

Fig. 6.

Keyword Co-occurrence, Network Visualization.

Similarly, in Fig. 6, relationships are observed between learning and knowledge, innovation and organisational learning and knowledge management. This allows for the consideration of the possibility of constructing new knowledge in these areas since it is there where the individual interacts continuously with their being, knowing, and doing characteristics.

Once the relationships in Fig. 6 are evident, the analysis proceeds with the keywords grouped in clusters using a comprehensive count approach by VosViewer, which will be redefined based on their relationship with the components of the search equation and the research framing this review.

Cluster 1 and 4 (9 items): Knowledge management, organisational learning, organisational innovation, organisational performance, innovation, knowledge creation, and tacit knowledge are the items that make up this cluster, which is redefined as Know-How/Knowledge Management.

Cluster 2 (5 items): Online learning, technological information, knowledge management, and organisational learning are the items that make up this cluster, which is redefined as Know/Organisational Learning.

Cluster 3 and 5 (6 items): Competitive advantage, knowledge exchange, knowledge creation, and organisational learning are the items that make up this cluster. It is redefined as Do/Experiencial Learning.

Cluster 6 Context (1 item – emerging): Performance is the item that forms this cluster and is redefined as Context. Understood as a differentiating element in the researcher’s praxis, it emerges in the literature review and is related to all the other concepts redefined in clusters 1 to 5.

There is no criterion in the search that allows for directly relating the aspect of being; however, given the recurrence of individual learning in organisational learning theory, it is considered necessary to include it in the search. Therefore, its inclusion in a new equation is proposed, as detailed later as part of Equation No. 3 used for the systematic review outlined in the results and included in Table 5.

Table 5.

Search Equation No. 3 (2018–2024).

Equation No. 3
TITLE ((“organizatio” OR “organisatio” OR “business” OR “enterprise” OR “compan”) AND (“learnin” OR “educativo” OR “train” OR “apprent”) AND (“knowledge manage” OR “knowledge administrati” OR “KM” OR “administration of knowledge” OR “management of knowledge” OR “knowledge sharing” OR “sharing of knowledge”)) and pub year > 2017 and pub year < 2025 and (limit-to (subjarea,”busi”) or limit-to (subjarea,”econ”) or limit-to (subjarea,”soci”) or limit-to (subjarea,”mult”)) and (limit-to (doctype,”ar”))

Equation No. 3

TITLE ((“organizatio*” OR “organisatio*” OR “business” OR “enterprise*” OR “compan*”) AND (“learnin*” OR “educativo*” OR “train*” OR “apprent*”) AND (“knowledge manage*” OR “knowledge administrati*” OR “KM” OR “administration of knowledge” OR “management of knowledge” OR “knowledge sharing” OR “sharing of knowledge”)) and pub year > 2017 and pub year < 2025 and (limit-to (subjarea,”busi”) or limit-to (subjarea,”econ”) or limit-to (subjarea,”soci”) or limit-to (subjarea,”mult”)) and (limit-to (doctype,”ar”))

The trend evidenced by the analysed clusters also suggests that organisational learning and knowledge management are the most used theoretical paths to address organisational learning issues.

Next in the Table 6, and considering the data revealed in the bibliometric review, it becomes necessary to define some concepts to establish a theoretical path for the content review.

Table 6.

Redefinition of Concepts about the Components of the Research.

Concept	Interpretation	Relation
Individual Learning IL	Systems thinking processes	Being
Organisational learning OL	Adaptive, evolved, and sustainable	Knowing
Experiential learning EL	Capacities and skills to convert theory into practice in context	Doing
Knowledge Management KM	Capacities and skills to convert theory into practice	Know To Do

3.3. Organisational Learning (OL)

Organisational learning has been recognised in the literature since the early 1960s, with the publication of ‘A Behavioral Theory of the Firm’ by Cyert and March in 1963 [30]. Cangelosi and Dill [31] published ‘Organisational Learning’ in 1965. By 1978, Argyris and Schon [32] defined organisational learning as a process through which members of an organisation detect errors or anomalies and correct them through restructuring the organisation’s theory of action, integrating the results of their inquiries into organisational maps and images.

In the early 1980s, organisational learning was recognised as a process. It is described as a change [33, 34], as a knowledge acquisition process [35, 36], and as an integration of knowledge acquisition and change [25, 37].

In 2014, Lopez [38] proposed a new model of organisational learning in 3 stages:

• Knowledge acquisition

(Internal and external).

• Knowledge assimilation

(Interpretation, and distribution)

• Organisational memory

(Storage and retrieval).

To relate the mentioned stages to the components of this research, it is proposed that knowledge acquisition is directly related to knowing and, therefore, to internal and external organisational learning. Knowledge assimilation, with its characteristics of interpretation and distribution, is related to individual learning and its ability to transform knowledge. Organisational memory, with its characteristics of storage and retrieval, is related to knowledge management and the individual’s ability to turn knowing into doing.

Despite the findings stated before, a characteristic related to the context (doing) is not explicitly found in the literature review. Therefore, the need to include experiential learning and praxis was proposed given the conditions evidenced in the bibliometric analysis. Organisational learning as useful acquired knowledge suggests, in the organisational context, processes, and activities that induce its use, strengthening, and improving it. It is considered, then, to expand the theoretical foundation of this research in knowledge management theory and include experiential learning and context as integral and necessary elements to understand the relationships proposed in this article.

4. Content analysis and discussion

Equation No. 2 is revisited for content analysis, and new exclusion criteria are included, limiting the keyword search to the title and publication years between 2018 and 2023. Equation No. 3 is as follows, as shown in Table 5.

Once the results of Equation 3 are selected, a total of 77 documents is obtained for content analysis. Chapter 2 of this document mentions that the final download includes 59 documents. Fifty-four new references are included once the PRISMA method criteria are applied, reaching 113 documents for content review.

4.1. Content analysis

Once the 113 articles are selected for content analysis, the criteria to be considered for synthesis are defined. Given the intention to establish the connection between being, knowing, and doing, the chosen documents will be examined for the relationships suggested below:

Organisational Learning – KNOWING

Individual Learning – BEING

Experiential Learning – DOING

Knowledge Management – KNOWING DOING

Considering the perspective of organisational learning as a process mentioned earlier, the proposals of various authors regarding the emerging concepts are summarised after the co-occurrence analysis evidenced in the clusters. Next, Individual Learning, Knowledge Management, and Experiential Learning are defined. Finally, the main components of this research, Being, Knowing, and Doing in individual learning in the context of organisational learning, are defined.

4.1.1. Individual learning (IL)

As proposed by Li, Qiang, Huang, Huang [39], individual learning is a process that occurs in a person who learns within an ecosystem organisation through an adapted, evolved, and sustainable process [40–42] using systemic thinking that includes the abilities and skills to translate theory into practice, considering the context [25]. To involve the context, it is necessary to include the individual and the widest range of skills and abilities they possess, including emotions as a capacity to manage uncertainty [43].

Considering that organisational learning is based on individual learning, it is necessary to investigate the interaction between organisational conditions and psychosocial variables involving the individual. So far in the literature, it is identified that to convert personal knowledge into organisational knowledge, dialogue, discussion, observation, imitation, practice, and experimentation is required. Furthermore, it is essential to specify these characteristics and their possible relationships.

4.1.2. Experiential Learning (EL)

It is observed that there may be a knowledge gap as the researcher’s praxis in organisational scenarios is not encouraged [44–46], nor is the characterisation of the individual or their ways of learning and transmitting knowledge privileged as part of their development. On the other hand, there is a relationship between individual learning and experiential learning, such as tacit knowledge being made explicit through individual knowledge management [45].

According to López [38], experiential learning is measured through performance; however, not all tacit knowledge an individual possesses can be transmitted to organisations to become organisational learning [47]. Other proposed research suggests that the success of organisations, including communities and regions, lies in including context and experience as fundamental components of knowledge processes [10, 21, 48].

4.1.3. Knowledge management (KM)

As previously discussed, knowledge management is initially considered a perspective of organisational learning through processes. However, as evidenced by the relationship maps identified in this study, this approach has garnered so much interest from researchers that it could be recognized as a new research trend. Moreover, it is strengthening as a theory that autonomously can address the learning problems in organisations, including Small and Medium Enterprises SMEs. One of the most influential perspectives of knowledge management is proposed by Nonaka and Takeuchi [23], who argue that competitive advantage is understood as the ability to convert tacit knowledge (challenging to share) into explicit knowledge (verbal and systematic) to generate new knowledge, disseminate it, and materialise it.

It is presumed that a close collaboration between knowledge management and organisational learning efforts is essential [24]. Ricciardia, Cantino, and Rossignoli [3] propose knowledge management in an organisation that promotes the rationality of the ecosystem, generating sustainable performance. Carlucci and Schiuma [2] relate knowledge management to organisational performance in an attitude favoring the individual as part of knowledge generation. The analysed articles also show knowledge management as a mediating factor between Organisational Learning and Individual Learning.

In this review, it is also evident that knowledge management has been more developed in educational theory [49], leaving the opportunity to contribute to organisational learning theory, specifically in the realm of individual learning, using knowledge management as a tool, and participating in multidisciplinary research [46].

This content review has identified the relationships between being, knowing, and doing with organisational learning and knowledge management theories. The concepts of experiential learning and context were also included, given their appearance in bibliometric data and their importance as transitional elements for acquiring and transmitting knowledge.

4.2. Discussion

After identifying the theoretical components proposed in this document in the chosen literature, it is necessary to include a discussion establishing how being, knowing, and doing are recognised in organisational learning and knowledge management theories. Once these components are recognised in the literature, criteria can be established for the characterisation intended to be achieved in another research stage.

4.2.1. Being, knowing, and doing in individual learning in organizational contexts

In attempting to understand the theoretical relationship between being, knowing, and doing in the organisational context, two pathways shaping the current literature have been identified. The first posits a connection between organisational learning and individual knowledge [50, 51], while the second suggests a relationship between knowledge management and individual learning [52]. As a result of the analysis, it is found that 100% of the documents refer to the theory of organisational learning as a framework for researchers in management to address learning challenges in organisations.

At least 70% suggest that the solution may lie in the propositions of knowledge management as an emerging theory. In third and fourth place are considerations about individual learning with 20% and experiential learning with 10%. These findings highlight an unexplored research field regarding individual and experiential learning. The documents selected for analysis do not show evidence of research linking being, knowing, and doing with individual learning, and even more about organisational contexts.

Being in the role of a learner is proposed as a capable and skilled individual [18] with explored and enhanced abilities who can play a predominant role in the relationship between knowledge and action. This is because knowledge is not built or developed autonomously; it requires the involvement of individuals.

Concerning Knowing, understood as theoretical knowledge, it is defined as knowledge constructed formally and informally to achieve a result [53]. On the other hand, they establish that knowledge or know-how is required that, when put into action, becomes doing [54]; this idea suggests that knowing has transcended into praxis, considering that applied knowledge is needed in various contexts where experience and practice have been acquired in the process of life, whether in university or any other context [55].

Practical knowledge cannot be dissociated from theoretical knowledge, or vice versa, considering that knowledge, subjected to scientific rigour, becomes theory, just as it is not useful unless constructed in and for practice [56]. The knowledge referred to in this research is logical, practice-linked knowledge, contextualised knowledge constructed through people’s experimentation in their life processes. It is a knowledge that is qualified through education, training, and experiential processes and is continuously transferred into everyday life and organisations.

The doing refers to the execution of an action to achieve a result, it is functionalist doing, referring to praxis and experiential experience. In this sense, the discussions of recent decades about the utility of science have become relevant, legitimizing researchers’ interest in proposing new methodologies or didactics that make theoretical knowledge, practical [57, 58]. Doing is the result obtained when a person who receives knowledge (knowing) uses their capacities or abilities to transform it into an improved outcome (doing) [59, 60]. We can observe, then, in more recent research, a clear recognition of knowledge and people’s ability to manage and transfer it into action as relevant components of people’s knowledge [61–63].

This review highlights an unexplored field of study concerning the relationship between experiential knowledge, the dimensions that determine being in the role of a learner, and organisational learning.

This situation raises awareness of how significant it could be to propose a structure that integrates these three dimensions in the process of individual learning. It would allow linking determinant aspects of such learning, which, although relevant, are often overlooked in training activities in the organisational context. This integration could lead to improvements in organisational training processes and, consequently, in employee performance.

5. Conclusions and practical implications

This research holds significant implications as it highlights the direct relationships between organisational learning theories and knowledge management to address individual learning issues within organisations. Similarly, it proposes the necessity of including experiential learning and context as necessary components to establish relationships with being, knowing, doing, and know-how. It is important to note that recognising the existing relationships between the chosen theories and research components can advance the individual characterisation of each. This, in turn, facilitates the design of training processes for companies that incorporate these characteristics, thereby fostering learning tailored to the specific needs of each workgroup.

In the case of SMEs in the gastronomic sector of Eastern Antioquia, particularly concerning kitchen staff, there has been an explicit need identified for more specific and individualized training. These individuals express the need for their prior knowledge to be considered in the training processes intended to be developed.

Conversations with the mentioned staff yield information regarding their expectations when learning, that their ways of acquiring knowledge are considered, as well as their perceptions and emotions. This implies a deeper understanding of people’s learning needs, especially considering that in the case of SMEs, it is necessary to consider the complex context in which they operate and how it influences the development of their activities for the acquisition and transmission of knowledge. This research will allow for the construction of a new starting point for understanding organisational learning and knowledge management in organisations, primarily defining a clear path for understanding the elements that strengthen the relationships between acquired knowledge and the results of innovation and productivity obtained.

Given all the above and the relationships identified in this review, being, knowing, doing, and know-how are interpreted in terms of the evidenced theoretical approaches. Once the data is analysed, the following is proposed:

After analysing the content of the 113 selected articles, it can be argued that the proposed theoretical relationship between being, knowing, and doing manifests in an ecosystemic organisation that learns through an adaptive, evolutionary, and sustainable process driven by systemic thinking. By making this statement, the argument is defined upon which the characteristics of being, knowing, and doing can be identified in the future, narrowing the search to criteria related to this perspective.

It is considered necessary to contribute to theories of organisational learning and knowledge management in a contextualised manner, thus aiming to enhance people’s knowledge in different types of companies, specifically in gastronomic sector companies in Eastern Antioquia. There is a particular focus on contributing to kitchen staff, as they directly influence the success or failure of these types of companies. Likewise, there is a need to characterise being, knowing, and doing as components that underpin the relationship between individual, organisational, and experiential learning for managing knowledge in context.

5.1. Conclusions

It is concluded that the proposed objective was achieved by establishing the main relationships between the research components and the selected theories, thus allowing the identification of a gap in the literature on organisational learning. This gap lies in the fact that recent studies mainly focus on the administration and control of knowledge within the company, neglecting the processes of planning, generation, and management.

Another relevant conclusion is the need to incorporate studies on organisational learning theories and knowledge management focused on the context of small and medium-sized enterprises (SMEs), as these represent the majority of organisations in all continents. This is compounded by the demands expressed by the entrepreneurs of these organisations to foster innovation and increase productivity.

Furthermore, it is observed that recent research on organisational learning does not delve into the characterisation and analysis of the Being, Knowing, and Doing components, which are determinants for organisational learning and knowledge management in a given context.

The literature review highlights the importance of developing a new perspective in organisational learning studies that integrates Being, Knowing, Doing, and Knowing How with the theory of individual learning and knowledge management, all while considering the relevance of the context.

Footnotes

Acknowledgments

The authors thank the University of Medellín and the Ministry of Science, Technology and Innovation in Colombia for the funds provided as part of the second cohort of the Bicentenario scholarships.

Author contributions

Jackeline Guerra Gómez:

Conception: The author contributes to the initial conception of this article and the definition of the criteria for its preparation.

Methodology: The methodological criteria for the search are defined using scientometric techniques. It is combined with a systematic literature review. The author contributes to this stage and the definition of criteria.

Data collection: The author oversees searching for the documents in Scopus and developing the criteria to purify the data.

Interpretation or analysis of data: The author oversees the systematic review of the documents and the content analysis for the final contributions.

Preparation of the manuscript: The author oversees preparing the manuscript, considering the criteria of the journal Human System Management

Revision for important intellectual content: The author reviews the documents’ content according to the article’s criteria.

Elkin Olaguer Pérez Sánchez:

Conception: The author contributes to the initial conception of this article and the definition of the criteria for its preparation.

Methodology: The author contributes to this stage and the definition of criteria.

Revision for important intellectual content: the author assists in selecting criteria for the systematic review and content analysis.

Supervision: The author supervises each stage in the construction of the article.

ORCID iDs

J. Guerra-Gómez

E.O. Pérez-Sánchez

Author Biographies

Jackeline Guerra-Gómez, PhD candidate in Management, Universidad de Medellín. Administrative Management Consultant. Research areas: Education Management, Knowledge Management, Organizational Learning, and Individual Learning. E-mail: jguerra581@soyudemedellin.edu.co.

Elkin O. Pérez-Sánchez, PhD in Management, is a full-time lecturer for the Management and Economics Faculty at Universidad de Medellín. E-mail: eoperez@udem.edu.co.

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