\documentclass[11pt,twoside]{article}\makeatletter

\IfFileExists{xcolor.sty}%
  {\RequirePackage{xcolor}}%
  {\RequirePackage{color}}
\usepackage{colortbl}
\usepackage{wrapfig}
\usepackage{ifxetex}
\ifxetex
  \usepackage{fontspec}
  \usepackage{xunicode}
  \catcode`⃥=\active \def⃥{\textbackslash}
  \catcode`❴=\active \def❴{\{}
  \catcode`❵=\active \def❵{\}}
  \def\textJapanese{\fontspec{Noto Sans CJK JP}}
  \def\textChinese{\fontspec{Noto Sans CJK SC}}
  \def\textKorean{\fontspec{Noto Sans CJK KR}}
  \setmonofont{DejaVu Sans Mono}
  
\else
  \IfFileExists{utf8x.def}%
   {\usepackage[utf8x]{inputenc}
      \PrerenderUnicode{–}
    }%
   {\usepackage[utf8]{inputenc}}
  \usepackage[english]{babel}
  \usepackage[T1]{fontenc}
  \usepackage{float}
  \usepackage[]{ucs}
  \uc@dclc{8421}{default}{\textbackslash }
  \uc@dclc{10100}{default}{\{}
  \uc@dclc{10101}{default}{\}}
  \uc@dclc{8491}{default}{\AA{}}
  \uc@dclc{8239}{default}{\,}
  \uc@dclc{20154}{default}{ }
  \uc@dclc{10148}{default}{>}
  \def\textschwa{\rotatebox{-90}{e}}
  \def\textJapanese{}
  \def\textChinese{}
  \IfFileExists{tipa.sty}{\usepackage{tipa}}{}
\fi
\def\exampleFont{\ttfamily\small}
\DeclareTextSymbol{\textpi}{OML}{25}
\usepackage{relsize}
\RequirePackage{array}
\def\@testpach{\@chclass
 \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else
  \ifnum \@lastchclass=7 5 \else
   \ifnum \@lastchclass=8 \tw@ \else
    \ifnum \@lastchclass=9 \thr@@
   \else \z@
   \ifnum \@lastchclass = 10 \else
   \edef\@nextchar{\expandafter\string\@nextchar}%
   \@chnum
   \if \@nextchar c\z@ \else
    \if \@nextchar l\@ne \else
     \if \@nextchar r\tw@ \else
   \z@ \@chclass
   \if\@nextchar |\@ne \else
    \if \@nextchar !6 \else
     \if \@nextchar @7 \else
      \if \@nextchar (8 \else
       \if \@nextchar )9 \else
  10
  \@chnum
  \if \@nextchar m\thr@@\else
   \if \@nextchar p4 \else
    \if \@nextchar b5 \else
   \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi
   \fi \fi  \fi  \fi  \fi  \fi  \fi \fi \fi \fi \fi \fi}
\gdef\arraybackslash{\let\\=\@arraycr}
\def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}}
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\def\abbr{}
\def\corr{}
\def\expan{}
\def\gap{}
\def\orig{}
\def\reg{}
\def\ref{}
\def\sic{}
\def\persName{}\def\name{}
\def\placeName{}
\def\orgName{}
\def\textcal#1{{\fontspec{Lucida Calligraphy}#1}}
\def\textgothic#1{{\fontspec{Lucida Blackletter}#1}}
\def\textlarge#1{{\large #1}}
\def\textoverbar#1{\ensuremath{\overline{#1}}}
\def\textquoted#1{‘#1’}
\def\textsmall#1{{\small #1}}
\def\textsubscript#1{\@textsubscript{\selectfont#1}}
\def\textxi{\ensuremath{\xi}}
\def\titlem{\itshape}
\newenvironment{biblfree}{}{\ifvmode\par\fi }
\newenvironment{bibl}{}{}
\newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par }
\newenvironment{citbibl}{}{\ifvmode\par\fi }
\newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi }
\newenvironment{docDate}{}{\ifvmode\par\fi }
\newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi }
\newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par }
\newenvironment{msHead}{\vskip 6pt}{\par}
\newenvironment{msItem}{\vskip 6pt}{\par}
\newenvironment{rubric}{}{}
\newenvironment{titlePart}{}{\par }

\newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}}
\newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}}
\newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}}
\newcolumntype{P}[1]{){\arraybackslash}p{#1}}
\newcolumntype{B}[1]{){\arraybackslash}b{#1}}
\newcolumntype{M}[1]{){\arraybackslash}m{#1}}
\definecolor{label}{gray}{0.75}
\def\unusedattribute#1{\sout{\textcolor{label}{#1}}}
\DeclareRobustCommand*{\xref}{\hyper@normalise\xref@}
\def\xref@#1#2{\hyper@linkurl{#2}{#1}}
\begingroup
\catcode`\_=\active
\gdef_#1{\ensuremath{\sb{\mathrm{#1}}}}
\endgroup
\mathcode`\_=\string"8000
\catcode`\_=12\relax

\usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry}
\usepackage{framed}

\definecolor{shadecolor}{gray}{0.95}
\usepackage{longtable}
\usepackage[normalem]{ulem}
\usepackage{fancyvrb}
\usepackage{fancyhdr}
\usepackage{graphicx}
\usepackage{marginnote}

\renewcommand{\@cite}[1]{#1}


\renewcommand*{\marginfont}{\itshape\footnotesize}

\def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif}

  \pagestyle{fancy}

\usepackage[pdftitle={Promotion of Organizational Learning from the Education Committees of Transport Cooperatives},
 pdfauthor={}]{hyperref}
\hyperbaseurl{}

	 \paperwidth210mm
	 \paperheight297mm
              
\def\@pnumwidth{1.55em}
\def\@tocrmarg {2.55em}
\def\@dotsep{4.5}
\setcounter{tocdepth}{3}
\clubpenalty=8000
\emergencystretch 3em
\hbadness=4000
\hyphenpenalty=400
\pretolerance=750
\tolerance=2000
\vbadness=4000
\widowpenalty=10000

\renewcommand\section{\@startsection {section}{1}{\z@}%
     {-1.75ex \@plus -0.5ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large\bfseries}}
\renewcommand\subsection{\@startsection{subsection}{2}{\z@}%
     {-1.75ex\@plus -0.5ex \@minus- .2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large}}
\renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}%
     {-1.5ex\@plus -0.35ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\large}}
\renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}%
     {-1ex \@plus-0.35ex \@minus -0.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\normalsize}}
\renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}%
     {1.5ex \@plus1ex \@minus .2ex}%
     {-1em}%
     {\reset@font\normalsize\bfseries}}


\def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt}
 \@tempdima 1.5em \begingroup
 \parindent \z@ \rightskip \@pnumwidth 
 \parfillskip -\@pnumwidth 
 \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par
 \endgroup}
\def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}}
\def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}}
\def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}}
\def\l@subparagraph{\@dottedtocline{5}{10em}{5em}}
\@ifundefined{c@section}{\newcounter{section}}{}
\@ifundefined{c@chapter}{\newcounter{chapter}}{}
\newif\if@mainmatter 
\@mainmattertrue
\def\chaptername{Chapter}
\def\frontmatter{%
  \pagenumbering{roman}
  \def\thechapter{\@roman\c@chapter}
  \def\theHchapter{\roman{chapter}}
  \def\thesection{\@roman\c@section}
  \def\theHsection{\roman{section}}
  \def\@chapapp{}%
}
\def\mainmatter{%
  \cleardoublepage
  \def\thechapter{\@arabic\c@chapter}
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \pagenumbering{arabic}
  \setcounter{secnumdepth}{6}
  \def\@chapapp{\chaptername}%
  \def\theHchapter{\arabic{chapter}}
  \def\thesection{\@arabic\c@section}
  \def\theHsection{\arabic{section}}
}
\def\backmatter{%
  \cleardoublepage
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \setcounter{secnumdepth}{2}
  \def\@chapapp{\appendixname}%
  \def\thechapter{\@Alph\c@chapter}
  \def\theHchapter{\Alph{chapter}}
  \appendix
}
\newenvironment{bibitemlist}[1]{%
   \list{\@biblabel{\@arabic\c@enumiv}}%
       {\settowidth\labelwidth{\@biblabel{#1}}%
        \leftmargin\labelwidth
        \advance\leftmargin\labelsep
        \@openbib@code
        \usecounter{enumiv}%
        \let\p@enumiv\@empty
        \renewcommand\theenumiv{\@arabic\c@enumiv}%
	}%
  \sloppy
  \clubpenalty4000
  \@clubpenalty \clubpenalty
  \widowpenalty4000%
  \sfcode`\.\@m}%
  {\def\@noitemerr
    {\@latex@warning{Empty `bibitemlist' environment}}%
    \endlist}

\def\tableofcontents{\section*{\contentsname}\@starttoc{toc}}
\parskip0pt
\parindent1em
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\newenvironment{reflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemsep}{0pt}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\itshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{sansreflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\itemsep}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\upshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{specHead}[2]%
 {\vspace{20pt}\hrule\vspace{10pt}%
  \phantomsection\label{#1}\markright{#2}%

  \pdfbookmark[2]{#2}{#1}%
  \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}%
  }{}
      \def\TheFullDate{2022-01-03 (revised: 03 January 2022)}
\def\TheID{\makeatother }
\def\TheDate{2022-01-03}
\title{Promotion of Organizational Learning from the Education Committees of Transport Cooperatives}
\author{}\makeatletter 
\makeatletter
\newcommand*{\cleartoleftpage}{%
  \clearpage
    \if@twoside
    \ifodd\c@page
      \hbox{}\newpage
      \if@twocolumn
        \hbox{}\newpage
      \fi
    \fi
  \fi
}
\makeatother
\makeatletter
\thispagestyle{empty}
\markright{\@title}\markboth{\@title}{\@author}
\renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@
\belowdisplayskip \abovedisplayskip
\abovedisplayshortskip \z@ plus2\p@
\belowdisplayshortskip 4\p@ plus2\p@ minus2\p@
\def\@listi{\leftmargin\leftmargini
               \topsep 2\p@ plus1\p@ minus1\p@
               \parsep 2\p@ plus\p@ minus\p@
               \itemsep 1pt}
}
\makeatother
\fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm}
\fancyhf{} 
\setlength{\headheight}{14pt}
\fancyhead[LE]{\bfseries\leftmark} 
\fancyhead[RO]{\bfseries\rightmark} 
\fancyfoot[RO]{}
\fancyfoot[CO]{\thepage}
\fancyfoot[LO]{\TheID}
\fancyfoot[LE]{}
\fancyfoot[CE]{\thepage}
\fancyfoot[RE]{\TheID}
\hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true}
\fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}}

\date{}
\usepackage{authblk}

\providecommand{\keywords}[1]
{
\footnotesize
  \textbf{\textit{Index terms---}} #1
}

\usepackage{graphicx,xcolor}
\definecolor{GJBlue}{HTML}{273B81}
\definecolor{GJLightBlue}{HTML}{0A9DD9}
\definecolor{GJMediumGrey}{HTML}{6D6E70}
\definecolor{GJLightGrey}{HTML}{929497} 

\renewenvironment{abstract}{%
   \setlength{\parindent}{0pt}\raggedright
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
   \textcolor{GJBlue}{\large\bfseries\abstractname\space}
}{%   
   \vskip8pt
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
}

\usepackage[absolute,overlay]{textpos}

\makeatother 
      \usepackage{lineno}
      \linenumbers
      
\begin{document}

             \author[1]{Genny Torcoroma Navarro  Claro}

             \author[2]{Andrea Ximena Casadiego  Gómez}

             \author[3]{Cindy Paola Pineda  López}

\renewcommand\Authands{ and }

\date{\small \em Received: 20 November 2021 Accepted: 19 December 2021 Published: 3 January 2022}

\maketitle


\begin{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.

\end{abstract}


\keywords{organizational learning, intellectual capital, cooperative, education committees.}

\begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) 
\textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark}
\end{textblock*}

\begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) 
\textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}}
\end{textblock*}


\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
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  {\ref (Angulo 2017, 259-301)}. Now, well Zietsma, Winn, Branzei and Vertinsky (2002), (cited in  {\ref 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  {\ref (Bustelo and Amarilla2001, 226-230)}. 
\section[{Organizational}]{Organizational}\par
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  {\ref (Sánchez, MeliánandHormiga 2007, 97-11)}.\par
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. 
\section[{II.}]{II.} 
\section[{Theoretical Framework}]{Theoretical Framework}\par
Next, a list of the theories relevant to the development and fulfillment of objectives is presented. 
\section[{a) Theory of knowledge creation Nonaka and Takeuchi}]{a) Theory of knowledge creation Nonaka and Takeuchi}\par
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 \hyperref[b2]{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. 
\section[{b) Types and styles of organizational learning}]{b) Types and styles of organizational learning}\par
Organizations must inspire people to verify an aptitude capable of understanding reality and improving shared mental models, for the fulfillment of objectives, for this, a complete recall of the processes and the way of acquiring and transmitting knowledge is required For this reason, organizational learning is conceived as a process of continuous interaction and discussion, which today generates the following typologies: Source: own elaboration adapted from \hyperref[b0]{(Alcover and Gil, 2002)}.   
\section[{Types of learning}]{Types of learning}\par
Learning tasks: Concerns how to perform and improve the performance of specific tasks Cultural learning: It centers around the values, beliefs and attitudes that provide the foundation for productive work Team learning: It has to do with how a team works effectively, fostering its learning, growth and maturity Business learning: It concerns the basic business aspects and how to manage teams as micro-businesses. Transformation learning: Focuses on how to achieve significant organizational change Systematic learning: It has to do with the understanding of the systems, the basic processes of the organization, their way of realization and improvement. Reflective learning: It has to do with the questioning and analysis of organizational hypotheses, models and paradigms Strategic learning: It is centered around the basic learning and business strategy of the company Leadership learning: It focuses on how to guide and control individuals, groups, teams, and larger organizational units Source: Taken from (Pirela de Faría and Sánchez de Gallardo, 2021). 
\section[{Note: The table presents information on the types of learning that tend to take place in organizations. c) Theoretical model of organizational learning of Garzón and Fischer}]{Note: The table presents information on the types of learning that tend to take place in organizations. c) Theoretical model of organizational learning of Garzón and Fischer}\par
This model is aimed at determining how the sources, subjects, culture and conditions for learning are decisive in organizational results, where the ability of the AO, according to the results of the parallel, indicate that the faculty between organizations to learn is directly influenced by sources, conditions and culture, taking individuals, teams and organizations as subjects  {\ref (Avendaño and Flores 2016, 201-227)}. 
\section[{III.}]{III.} 
\section[{Methodology}]{Methodology}\par
The research has a descriptive exploratory quantitative approach, which, according to what is stated by \hyperref[b9]{(Hernández, Fernández and Baptista, 2014)}It occurs when the research topic is of little study or novel, likewise, information is collected in a single moment and it is possible to describe characteristics of a population, as is the case of the present proposal, where it is intended to determine the management of learning organization by the education committees of the transport cooperatives of Ocaña, Norte de Santander, identifying their typology and characteristics.\par
The population under study was made up of the four (04) education committees belonging to the transport cooperatives of the municipality of Ocaña, Norte de Santander (Cámara de comercio Ocaña 2020). Of which, the instrument was applied to twelve \hyperref[b11]{(12)} Directors, that is, two from each education committee, in order to specify the organizational learning culture.\par
For the construction of results, the following matrix is presented that allowed orienting and fulfilling the objectives:Table 2: Variables operationalization Categories:\par
Variables Questions 
\section[{Types of learning}]{Types of learning}\par
Corrective Learning (single loop)\par
When there are problems with the processes that the cooperative executes, the imbalances are detected and the corresponding correction or adjustment is made based on the operating procedures.\par
Adaptive Learning (double loop)\par
The cooperative's processes are constantly changing, in order to adapt to the changes demanded by users and the new trends demanded by the environment. 
\section[{Learning as Problem Solving (Triple Loop)}]{Learning as Problem Solving (Triple Loop)}\par
When problems arise with the activities carried out by the cooperative, they are approached from past situations and experiences to find their resolution. 
\section[{Characteristics of learning by approaches}]{Characteristics of learning by approaches} 
\section[{Strategy-focused learning}]{Strategy-focused learning}\par
Strategies are formulated analyzing the environment of the entity looking for external information according to rational data, deductive logic or numerical calculation. 
\section[{Inquiry-focused learning}]{Inquiry-focused learning}\par
An investigation directed to problems is developed, with limited risks, continuous experimentation, essential information and solutions with little prior reflection. 
\section[{Learning focused on the standardization and control of information}]{Learning focused on the standardization and control of information}\par
Information is standardized by controlling routines, imposing constraints of action and thought. 
\section[{Learning focused on competitive leadership}]{Learning focused on competitive leadership}\par
Develop systematic thinking and help managers discover core competence or critical resource that creates competitive advantage. 
\section[{Learning focused on the interrelation of information}]{Learning focused on the interrelation of information}\par
There is an interactive exchange of information and evaluation of transactions that allow us to see motives and rivals of the firm looking for some area of opportunity and freedom.\par
Planning-focused learning Strategic planning (policies, norms and values) is externalized, fostering directional thinking that creates coherence and facilitates work processes. 
\section[{Learning styles}]{Learning styles} 
\section[{Of experimentation}]{Of experimentation}\par
The committee seeks to promote the creation of strategies that innovate the processes and the provision of the service offered by the cooperative. 
\section[{Acquisition of skills}]{Acquisition of skills}\par
The cooperative's learning processes are subject to investment in training activities seeking to develop the skills of the collaborators and the entity. 
\section[{Benchmarking}]{Benchmarking}\par
The models for acquiring skills and learning are based on the knowledge developed by other companies. 
\section[{Continuous improvement}]{Continuous improvement}\par
The committee emphasizes managing learning from experience with certain types of problems.\par
Source: self made.\par
Note: the table presents information regarding the operationalization of variables worked on in the research.\par
IV. 
\section[{Results}]{Results}\par
Organizational learning is considered one of the most important elements at the business level to obtain competitiveness and productivity, so its promotion from the education committees of the Ocaña transport cooperatives according to the education protocols becomes a fundamental axis for their strengthening in said solidarity sector organizations, in this framework of ideas, below, information is displayed regarding the current conditions of learning and the types, characteristics and styles that have been adopted by transport cooperatives in the actuality. At the business level, for there to be organizational learning that contributes to productive development and the generation of competitive advantage, it requires strengthening the intellectual capacity of human resources, since the competitive performance of companies has been directly related to organizational culture, leadership and decision making, therefore, by integrating human capacities and learning threads, superior performance is generated \hyperref[b8]{(Garzón and Fisher 2008)}.\par
Faced with the generation of spaces for dialogue to promote learning, founding spaces for dialogue in which dialogue is held and ideas are exchanged is essential to maintain a suitable organizational culture and climate. Finally, 60\% of the education committees of the cooperatives consider that the analysis and evaluation of processes and activities is essential to examine and detect existing problems, with which it is deduced that carrying out a timely evaluation of business management allows the execution of a comprehensive analysis of the organization.\par
Source: self made. Based on the information, it is observed that in the education committees of the transport cooperatives of Ocaña, through corrective learning (100\%) they manage to obtain growth and institutional development, so that permanently working on their strengthening, that is, making corrections or adjustments to operating procedures, despite the inconveniences that may arise, has allowed them to improve their work methods, also, to adapt to the demands of the environment (adaptive learning) and use learning to provide solutions to problems. problems that usually arise with the activities carried out by the cooperative have been very useful to them. 
\section[{Table 3: Approaches to organizational learning in the education committees of the Ocaña cooperatives}]{Table 3: Approaches to organizational learning in the education committees of the Ocaña cooperatives} 
\section[{Learning approach}]{Learning approach}\par
Characteristics Yes No 
\section[{Strategy-focused learning}]{Strategy-focused learning}\par
Strategies are formulated analyzing the environment of the entity looking for external information according to rational data, deductive logic or numerical calculation. 
\section[{90\% 10\%}]{90\% 10\%}\par
Inquiry-focused learning\par
Research directed to problems is developed, with limited risks, continuous experimentation, essential information and solutions with little prior reflection. 
\section[{70\% 30\%}]{70\% 30\%}\par
Learning focused on the standardization and control of information\par
The information process is standardized by controlling routines, imposing constraints of action and thought. 80\% twenty\% 
\section[{Learning focused on competitive leadership}]{Learning focused on competitive leadership}\par
Develop systematic thinking and help managers discover core competence or critical resource that creates competitive advantage.\par
100\% 0\% 
\section[{Learning focused on the interrelation of information}]{Learning focused on the interrelation of information}\par
There is an interactive exchange of information and evaluation of transactions that allow us to see motives and rivals of the firm looking for some area of opportunity and freedom. 
\section[{80\% twenty\%}]{80\% twenty\%}\par
Planning-focused learning Strategic planning (policies, norms and values) is externalized, fostering directional thinking that creates coherence and facilitates work processes. 
\section[{100\% 0\%}]{100\% 0\%}\par
Source: Own elaboration, based on information obtained with the application of a survey to the directors of the education committees of the transport cooperatives of Ocaña.\par
Note: the table presents information on organizational learning approaches in the education committees of the Ocaña transport cooperatives.\par
100\% 100\% 60\% 0\% 0\% 
\section[{40\%}]{40\%}\par
Corrective Learning (single loop)\par
Adaptive Learning (double loop)\par
Learning as Problem Solving (Triple Loop) 
\section[{Yes No}]{Yes No}\par
Given that organizational learning is the central axis of every company and one of the tools that helps to improve productivity and competitiveness, recognizing the approaches for the execution of processes and activities is crucial, first of all, because they are assumed risks and secondly, because it leads to the establishment of plans according to the needs and requirements. For the directors of the education committees of the transport cooperatives of Ocaña, learning focused on planning (100\%) is the most convenient for externalizing strategic planning, since it offers the possibility of exposing members to policies, norms and values, strengthening the culture and fostering directional thinking.\par
From this perspective, it is required that learning in cooperatives be seen from different perspectives, taking into account that adaptive behaviors tend to occur on occasions and that other opportunities acquired, so maintaining systematic thinking leads to the creation of competitive advantage. That is, learning focused on competitive leadership (100\%).\par
Source: self made. Acquiring knowledge through the exploration of the environment in addition to being shared with the members of the company, forges both individual and collective learning, in this sense, giving it a meaningful interpretation helps to better transmit knowledge, in correlation to the data obtained. Faced with the learning style in the education committees of the Ocaña transport cooperatives, it is reflected that in the committees learning is based on experimentation (100\%), as they seek the promotion and creation of strategies to innovate processes and improve service delivery. service, but also based on the acquisition of skills.\par
V. 
\section[{Discussions}]{Discussions}\par
Organizational learning (AO) is an aspect that has been gaining momentum over time, since from this, companies manage to obtain skills to create, transfer knowledge and above all modify their behavior as the market advances, thus becoming a dynamic process when exploring and exploiting information indistinctly at the levels (individual, group and organizational) and working together in favor of business development (Vega, Martinez and Montoya2019), passing the creation of knowledge to be a key element for the generation of productivity and competitiveness which requires processes such as: the creation or acquisition, structuring, transformation and transfer of knowledge, as established by Nonaka and Takeuchi in their theory of knowledge creation.\par
For the education committees of the Ocaña transport cooperatives, organizational learning is then the means through which they can promote competitiveness based on the ideals, principles and actions that the cooperative possesses in order to face non-existent situations. planned without much difficulty, because in order to adapt to the changes demanded by users and the demands of the environment, they always focus on maintaining adaptive and corrective learning, focused on planning and competitive leadership.\par
In this framework of ideas, (Garzón and Fisher 2008) from its theoretical model of organizational learning determine that organizational learning at the business level has all been influenced by sources, conditions and culture, hence, the fact that managers recognize the learning that best suits the company, the style and its approach will allow them establish strategic actions more focused on reality.\par
VI. 
\section[{Conclusions}]{Conclusions}\par
The present study focused on determine the management of organizational learning by the education committees of the transport cooperatives of Ocaña, with which it is recognized that the current conditions in the promotion of organizational learning (AO) in cooperatives have been subject to the use of technological tools, carrying out training and articulation processes with institutions of the solidarity sector.\par
Likewise, it is identified that due to the fact that the processes in cooperatives are in constant change, due to the demands of the users and the new trends demanded in the environment, learning is adaptive, and as a result of the inconveniences that are usually presented to Daily corrections or adjustments are made based on operating procedures, so learning is also usually corrective, aimed at solving problems, an issue that has led to learning focused on competitive leadership and planning.\begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-2.png}
\caption{\label{fig_0}Figure 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2}\includegraphics[]{image-3.png}
\caption{\label{fig_1}Figure 2 :}\end{figure}
   \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{}
\end{longtable} \par
 
\caption{\label{tab_0}Table 1 :}\end{figure}
 			\footnote{© 2022 Global Journals Promotion of Organizational Learning from the Education Committees of Transport Cooperatives} 		 		\backmatter  			  				\begin{bibitemlist}{1}
\bibitem[Conde et al. ()]{b6}\label{b6} 	 		‘Aprendizaje organizacional, una capacidad de los grupos de investigación en la universidad pública’.  		 			Yenni Conde 		,  		 			Zamanda Correa 		,  		 			Carolina Delgado 		.  	 	 		\textit{Revista Cuedernos de Administración}  		2010. 26  (44)  p. .  	 
\bibitem[De Comercio Ocaña ()]{b4}\label{b4} 	 		\textit{Base de datos comités de educación-cooperativas de transporte},  		 			Cámara De Comercio Ocaña 		.  		2020.  	 
\bibitem[Alcover and Gil ()]{b0}\label{b0} 	 		‘Crear conocimiento colectivamente: Aprendizaje organizacional y grupal’.  		 			Carlos Alcover 		,  		 			Francisco Gil 		.  	 	 		\textit{Revista de Psicología del Trabajo y de las Organizaciones},  				2002. p. .  	 
\bibitem[Pirela De Faría and Gallardo]{b10}\label{b10} 	 		‘Cultura y aprendizaje organizacional en instituciones de Educación Básica’.  		 			Ligia Pirela De Faría 		,  		 			Marhilde Sánchez De Gallardo 		.  	 	 		\textit{Revista de Ciencias Sociales}  		2021 p. .  	 
\bibitem[Sánchez ()]{b11}\label{b11} 	 		‘El concepto de capital intelectual y sus dimensiones’.  		 			Melián Sánchez 		,  		 			Hormiga 		.  	 	 		\textit{Revista Investigaciones Europeas de Dirección y Economía de la Empresa},  				2007. p. .  	 
\bibitem[Angulo ()]{b1}\label{b1} 	 		‘Gestión del conocimiento y aprendizaje organizacional: una visión integral’.  		 			Rosalba Angulo 		.  	 	 		\textit{Revista Informes Psicológicos}  		2017. p. .  	 
\bibitem[Bustelo and Amarilla ()]{b3}\label{b3} 	 		‘Gestión del conocimiento y gestión de la información’.  		 			Carlota Bustelo 		,  		 			Raquel Amarilla 		.  	 	 		\textit{Revista PH}  		2001. p. .  	 
\bibitem[Hernández et al. ()]{b9}\label{b9} 	 		 			Roberto Hernández 		,  		 			Carlos Fernández 		,  		 			Pilar Baptista 		.  		\textit{Metodología de la Investigación},  				 (México, D.F)  		2014. McGraw-Hill.  	 
\bibitem[Vega et al. ()]{b12}\label{b12} 	 		‘Influencia del aprendizaje organizacional y los resultados de las Pymes’.  		 			Javier Vega 		,  		 			María Martinez 		,  		 			Neftalí Montoya 		.  	 	 		\textit{Revita Administración Administrativa}  		2019.  	 
\bibitem[Garzón and Fisher ()]{b8}\label{b8} 	 		‘Modelo teórico de aprendizaje organizacional’.  		 			Manuel Garzón 		,  		 			Andre Fisher 		.  	 	 		\textit{Revista Pensamiento y Gestión}  		2008.  	 
\bibitem[Avendaño and Flores ()]{b2}\label{b2} 	 		‘Modelos teóricos de gestión del conocimiento: descriptores, conceptualizaciones y enfoques’.  		 			Victor Avendaño 		,  		 			Matilde Flores 		.  	 	 		\textit{Revista Entreciencias: Diálogos en la Sociedad del Conocimiento},  				2016. p. .  	 
\bibitem[Garzón ()]{b7}\label{b7} 	 		\textit{Niveles del aprendizaje organizacional},  		 			Manuel Garzón 		.  		 \url{https://repository.urosario.edu.co/bitstream/handle/10336/1162/BI\%2022.pdf?sequence=1}  		2005.  	 
\bibitem[Castañeda and Fernández ()]{b5}\label{b5} 	 		‘Validación de una escala de niveles y condiciones de aprendizaje organizacional’.  		 			Delio Castañeda 		,  		 			Manuel Fernández 		.  	 	 		\textit{Revista Universitas Psychologica}  		2007. p. .  	 
\end{bibitemlist}
 			 		 	 
\end{document}
