Examinando por Materia "Aprendizaje organizacional"
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Publicación Diseño de un ecosistema de aprendizaje como habilitador estratégico : caso Dilaser(Universidad EAFIT, 2023) Suanca-Restrepo, Daniela; Gamboa Urrego, AlejandroPublicación Documentación de procesos del área de ciberseguridad en un distribuidor mayorista de tecnología en Colombia(Universidad EAFIT, 2025) Buelvas Lopera, Laura Rosario; Castañeda Suárez, Paola; Mora Cuartas, Andrés MauricioPublicación Ecosistema de aprendizaje como habilitador estratégico en Botero Soto Soluciones Logísticas(Universidad EAFIT, 2024) Córdoba Romero, María Alejandra; Gamboa Urrego, AlejandroPublicación Evaluación de la gestión del conocimiento (GC) en la dirección de proyectos de las organizaciones de Pereira con mayores ingresos en 2020(Universidad EAFIT, 2022) Marín Escobar, Nicolás; Monsalve Triana, Sofía; Gómez Salazar, Elkin Arcesio; Álvarez Mesa, CatalinaPublicación Gestión de conocimiento organizacional en función del instructor contratista del Centro Tecnológico del Mobiliario SENA(Universidad EAFIT, 2022) Cuartas Arias, Steven; Diez Gaviria, Ana CeciliaPublicación Intervención comportamental para fomentar el uso de Microsoft Copilot en un entorno laboral : estudio de caso en Nequi(Universidad EAFIT, 2025) Castrillón-Elorza, María Isabel; Maya Villada, Sara; Ramírez García, María IsabelThis thesis presents a behavioral science-based intervention aimed at promoting the use of Microsoft Copilot at Nequi, as part of a strategy to strengthen digital literacy in the workplace. The intervention was grounded in the COM-B model (Michie et al., 2011), integrating Behavior Change Techniques (BCTs) such as goal setting, modeling, and positive reinforcement, along with nudges to facilitate action. The strategy consisted of three short, practical, weekly micro-challenges aligned with the organizational context, supported by audiovisual capsules and motivational messages, and framed within a narrative inspired by Nequi’s culture: Copilab. The evaluation used a pre-post design with a control group and a mixed-methods measurement approach, combining Likert-type scales, self-reports, and prompt analysis. The results showed significant improvements in perceived capability and intention to use Copilot, but no significant changes were found in motivation or opportunity. The most frecuently reported barriers identified included lack of time, absence of visible role models, and cognitive overload. Overall, the findings suggest that brief, contextualized, behaviorally informed interventions can effectively activate the strategic use of AI, if they are supported by structural conditions that ensure long-term sustainability.Publicación La formación dual y su incidencia en el aprendizaje organizacional de Globant una empresa de base tecnológica(Universidad EAFIT, 2025) Gómez Palacio, Mariana; Monsalve Castaño, Daniel; Uribe de Correa, Beatriz AmparoThis degree work focuses on examining the impact of the Dual Vocational Training Model at Globant in Colombia, a technology-based company. Dual Vocational Training is an approach that combines theoretical teaching in academic institutions with practical training in companies. The study specifically seeks to show how this model has impacted the organization’s learning and productivity. In this case, organizational learning has been understood by Peter Senge, who has defined it as: the capacity of an organization to create, acquire, transfer knowledge and modify its behavior (2010). It is recognized that, although the dual model has a high impact on employability, its application in technological sectors with dynamic knowledge presents challenges, exacerbated in the Colombian context by aspects such as curriculum design, policies and incentives. Using a qualitative methodology, the perceptions, opinions, experiences and learning of the trainees and tutors who have participated in this training were analyzed. Finally, the study revealed that practical learning in a real work environment is more useful and effective than pure theory, ensuring the applicability of the knowledge acquired by the trainees and in turn generating a high impact on personal mastery and a medium-high impact on the mental models of the participants, fostering empowerment, self-management and a shift towards a contextualized and experiential learning approach.Publicación La gestión del conocimiento como determinante de la generación de valor público en el proceso : gestión social del riesgo(Universidad EAFIT, 2024) Ballesteros Corzo, Luz Mery; Henao Calad, Mónica; Alcaldía de MedellínPublicación Transferencia de conocimiento experto en la Dirección de Transformación y Soporte de la Vicepresidencia de Servicios de Tecnología de Información (VSTI) en el Grupo Bancolombia(Universidad EAFIT, 2020) Cordero Kerguelén, Llyzeth Paola; Díez Gaviria, Ana Cecilia