Characteristics[ edit ] There is a multitude of definitions of a learning organization as well as their typologies.
We explore some of the themes that have emerged in the literature and the contributions of key thinkers like Donald Schon and Peter Senge.
Is it anything more than rhetoric? Can it be Learning organisation as a realistic model Two important things result from this. First, while there has been a lot of talk about learning organizations it is very difficult to identify real-life examples. Second, the focus on creating a template and upon the need to present it in a form that is commercially attractive to the consultants and writers has led to a significant under-powering of the theoretical framework for the learning organization.
Here there is a distinct contrast with the study of organizational learning. Although theorists of learning organizations have often drawn on ideas from organizational learning, there has been little traffic in the reverse direction.
Moreover, since the central concerns have been somewhat different, the two literatures have developed along divergent tracks. The literature on organizational learning has concentrated on the detached collection and analysis of the processes involved in individual and collective learning inside organizations; whereas the learning organizations literature has an action orientation, and is geared toward using specific diagnostic and evaluative methodological tools which can help to identify, promote and evaluate the quality of learning processes inside organizations.
Simply summing individual learning is inadequate to model organizational learning. The following definition outlines the essential difference between the two: A learning organization actively creates, captures, transfers, and mobilizes knowledge to enable it to adapt to a changing environment. The learning organization results summarize associates′ assessment using the OLL model as a guide. The results are presented for each of the four key learning processes, the adaptation loop affecting each of the key learning processes, and the arrows linking the four key learning processes together. A learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.
Easterby-Smith and Araujo We finish with a brief exploration of the contribution of social capital to the functioning of organizations. Perhaps the defining contribution here was made by Donald Schon. He provided a theoretical framework linking the experience of living in a situation of an increasing change with the need for learning.
The loss of the stable state means that our society and all of its institutions are in continuous processes of transformation.
We cannot expect new stable states that will endure for our own lifetimes. We must learn to understand, guide, influence and manage these transformations.
We must make the capacity for undertaking them integral to ourselves and to our institutions. We must, in other words, become adept at learning.
The business firm, Donald Schon argued, was a striking example of a learning system. He made the case that many companies no longer have a stable base in the technologies of particular products or the systems build around them. Crucially Donald Schon then went on with Chris Argyris to develop a number of important concepts with regard to organizational learning.
Of particular importance for later developments was their interest in feedback and single- and double-loop learning. Subsequently, we have seen very significant changes in the nature and organization of production and services.
Companies, organizations and governments have to operate in a global environment that has altered its character in significant ways.
Productivity and competitiveness are, by and large, a function of knowledge generation and information processing: Organizations need to be good at knowledge generation, appropriation and exploitation.
Overcopies of The Fifth Discipline were sold in the decade following its publication — and it is probably this book that has been the most significant factor in popularising the notion of the learning organization. Indeed, little has changed since.
Three definitions of a learning organization Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.A learning organisation is one in which there is a lot of double loop and deutero learning going on at individual and organisational level.
The view of Learning Organisation practitioners from the field of Organisational Learning. This diagnostic survey, which you take online, is designed to help you determine how well your company functions as a learning organization. The complete interactive version, available at pfmlures.com The learning organization.
Just what constitutes a ‘learning organization is a matter of some debate. We explore some of the themes that have emerged in the literature and the contributions of key thinkers like Donald Schon and Peter Senge. In business management, a learning organization is a company that facilitates the learning of its members and continuously transforms itself.
The concept was coined through the work and research of Peter Senge and his colleagues. For instance, Argyris and Schön point out that Model II theory-in-use is an ideal and have conceded that they are unaware of any organisation that has fully implemented a double loop learning system.
A learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.