Implementation of the Quality Management System and Development of Organizational Learning: Case of Three Small and Medium-Sized Enterprises in Morocco

Authors: Abdelghani Boudiaf

Abstract:

The profusion of studies relating to the concept of organizational learning shows the importance that has been given to this concept in the management sciences. A few years ago, companies leaned towards ISO 9001 certification; this requires the implementation of the quality management system (QMS). In order for this objective to be achieved, companies must have a set of skills, which pushes them to develop learning through continuous training. The results of empirical research have shown that implementation of the QMS in the company promotes the development of learning. It should also be noted that several types of learning are developed in this sense. Given the nature of skills development is normative in the context of the quality demarche, companies are obliged to qualify and improve the skills of their human resources. Continuous training is the keystone to develop the necessary learning. To carry out continuous training, companies need to be able to identify their real needs by developing training plans based on well-defined engineering. The training process goes obviously through several stages. Initially, training has a general aspect, that is to say, it focuses on topics and actions of a general nature. Subsequently, this is done in a more targeted and more precise way to accompany the evolution of the QMS and also to make the changes decided each time (change of working method, change of practices, change of objectives, change of mentality, etc.). To answer our problematic we opted for the method of qualitative research. It should be noted that the case study method crosses several data collection techniques to explain and understand a phenomenon. Three cases of companies were studied as part of this research work using different data collection techniques related to this method.

Keywords: Changing mentalities, continuous training, organizational learning, quality management system, skills development.

Digital Object Identifier (DOI): doi.org/1

References:

[1] Argyris C., Schön A. (1978), « Organizational Learning: a Theory of Action Perspective ». Addison-Wesley Publishing, Reading.
[2] Boiral O., “ISO 9000: outside the iron cage”, Organization Science, vol.14, n° 6, 2001, p. 720-737.
[3] Boudiaf Abdelghani (2015), thèse de doctorat intitulée « Système de management de la qualité et performance organisationnelle ».
[4] Cochoy F., Garel J.P., DE Terssac G. (1998), « Comment l’écrit travaille l’organisation : Le cas des normes ISO 9000 », Revue Française de Sociologie, vol. 39, n° 4, p. 673- 699.Davenport,
[5] Fillol C. (2004), « Apprentissage et systémique : Une perspective intégrée »
[6] Gomez P.Y. (1994); «Qualité et théorie des conventions »; Paris: Economica.
[7] Kaplan R.S., Norton D. (1998), « Le Tableau de Bord Prospectif », Les Editions d’Organisation, Paris.
[8] Kim D.H. (1993), « The link between individual learning and organizational learning», Sloan Management review, vol. 35, n° 1, Fall 1993, p. 37-50.
[9] Koenig G. (1994), « L’apprentissage organisationnel », Revue Française de Gestion, n° 97, janvier 1994
[10] Lambert G., Ouédraogo N. (2006), « l'apprentissage organisationnel et son impact sur la performance des processus ».
[11] Lambert G., Ouedraogo N. (2010); « normes, routines organisationnelles et apprentissage d’entreprise ».
[12] Leroy F. (1998), « L’apprentissage organisationnel, une revue critique de la littérature », Acte de la VIIe conférence internationale de l’AIMS.
[13] Levitt B., March J. (1988), « Organizational learning”, Annual Review of sociology », n° 14, p. 319-340, 1988.
[14] Lewis D. K. (1969), « Convention: a philosophical study», Cambridge, Massachusetts, Harvard University Press.
[15] Mack M. (1995), « L’organisation apprenante comme système de transformation de la connaissance en valeur », Revue Française de Gestion, n° 105, septembre-octobre 1995, p. 43-48.
[16] Nevis A., 1995, « Understanding organizations as learning systems », Sloan Management Review.
[17] Nonaka I., Ikujiro. (1994); « A Dynamic Theory of Organizational Knowledge Creation» Organization Science, 1994, 5(1), pp. 14.
[18] Nonaka I., Takeuchi H. (1997), « La connaissance créatrice : la dynamique de l’entreprise apprenante », de Boeck Université
[19] Piaget J. (1959), « La naissance de l’intelligence chez l’enfant », Neuchâtel, Éditions Delachaux et Niestlé.
[20] Reix R. (1995), « Savoir tacite et savoir formalisé dans l’entreprise », Revue française de gestion, n° 105, septembre-octobre 1995, p. 17-28
[21] Savall H., Zardet, V., (1996), « La dimension cognitive de la recherche intervention : la production de connaissances par interaction cognitive », Revue Internationale de Systémique, 10(1-2), p.161.
[22] Schein E. H. (1993), « How can organizations learn faster? The challenge of entering the green room», Sloan Management review, vol. 34, n° 2, Winter 1993, p. 85-92.
[23] Schelling T. C. (1980), «The strategy of conflict», Cambridge, Harvard University Press.
[24] Senge P. (1990), La cinquième discipline, Paris, First.
[25] Shiba S., Graham A., Walden D. (1997), «4 révolutions du management par la qualité totale: manuel d’apprentissage et de mise en œuvre du système TQM », Dunod, Paris.
[26] Sonntag. M.: « Mécanismes cognitifs de coordination des activités et conception de la formation », Revue internationale de systémique : vol. 10, n° 1-2, juillet 1996, pp. 39-56.