Can I get this done by 6pm
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Lea rn in g o rg a n iz a tio n
In b u sin ess m an ag em en t, a le a rn in g o rg a n iz a tio n is a co m pan y th at fa cil it ate s th e le a rn in g o f it s m em bers a n d
co n tin uou sly tr a n sfo rm s it se lf . [1 ] T he co n ce p t w as co in ed th ro u gh th e w ork an d re se a rc h of P ete r S en ge an d h is
co lle a g u es. [2 ]
L ea rn in g o rg an iza tio ns d ev elo p a s a re su lt o f th e p re ssu re s fa cin g m od ern o rg an iz atio ns a n d e n ab le s th em to re m ain
co m petit iv e in t h e b u sin ess e n vir on m en t. [3 ]
C hara cte ris tic s
D evelo pm en t
B en efi ts
B arrie rs
C halle nges in th e tr a nsfo rm atio n to a le arn in g o rg aniz a tio n
P ro ble m s o rg aniz a tio nal le arn in g a ddre sse s
S ee a ls o
R efe re n ces
F urth er r e ad in g
T here is a m ult it ude o f d efin itio ns o f a l e a rn in g o rg an iz atio n a s w ell a s t h eir t y p olo gie s. P ete r S en ge s ta te d in a n in te rv ie w
th at a le a rn in g o rg an iz a tio n is a g ro u p o f p eo p le w ork in g t o geth er c o lle ctiv ely t o e n han ce t h eir c a p acit ie s t o c re a te r e su lt s
t h ey r e a lly c a re a b ou t. [4 ] S en ge p op u la rize d t h e c o n ce p t o f t h e l e a rn in g o rg an iz atio n t h ro u gh h is b ook T he F if t h D is c ip li n e .
In t h e b ook, h e p ro p ose d t h e f o llo w in g f iv e c h ara cte ris tic s: [5 ] [6 ]
1. S yste m s t h in kin g . T he id ea o f th e le arn in g o rg aniz a tio n d eve lo ped fr o m a b ody o f w ork c a lle d syste m s th in kin g .[7 ]
T his is a c o nce ptu al fr a m ew ork th at a llo w s p e ople to s tu dy b usin esse s a s b ounded o bje cts . [6 ] L earn in g o rg aniz a tio ns
use th is m eth od o f th in kin g w hen a sse ssin g th eir c o m pany a nd h ave in fo rm atio n s yste m s th at m easu re th e
perfo rm ance o f th e o rg aniz a tio n a s a w hole a n d o f it s v a rio us c o m ponents . [7 ] S yste m s th in kin g s ta te s th at a ll th e
ch ara cte ris tic s m ust b e a ppare nt a t o nce in a n o rg aniz a tio n fo r it to b e a le arn in g o rg aniz a tio n. [6 ] If s o m e o f th ese
ch ara cte ris tic s a re m is sin g th en th e o rg aniz a tio n w ill fa ll s h ort o f it s g oal. H ow eve r, O 'K ee ff e [3 ] b elie ve s th at th e
ch ara cte ris tic s o f a le arn in g o rg aniz a tio n a re fa cto rs th at a re g ra dually a cq uir e d, r a th er th an d eve lo ped
sim ult a neously .
2. P ers o nal m aste ry . T he c o m mit m ent b y a n in div id ual to th e p ro ce ss o f le arn in g is k n ow n a s p ers o nal m aste ry . [6 ]
T here is a co m petit iv e a dva nta ge fo r a n o rg aniz a tio n w hose w ork fo rc e c a n le arn m ore q uic kly th an th e w ork fo rc e o f
oth er o rg aniz a tio ns. [8 ] L earn in g is c o nsid ere d to b e m ore th an ju st a cq uir in g in fo rm atio n; it is e xp andin g th e a bilit y to
b e m ore p ro ductiv e b y le arn in g h ow to a pply o ur s kills to o ur w ork in th e m ost v a lu able w ay. [9 ] P ers o nal m aste ry
a ppears a ls o in a s p ir it u al w ay a s, fo r e xa m ple , c la rifi ca tio n o f fo cu s, p ers o nal v is io n a nd a bilit y to s e e a nd in te rp re t
re alit y o bje ctiv e ly . [1 0] In div id ual le arn in g is a cq uir e d th ro ugh s ta ff tr a in in g, d eve lo pm ent a nd c o ntin uous s e lf -
im pro ve m ent; [1 1 ] h ow eve r, le arn in g c a nnot b e fo rc e d u pon a n in div id ual w ho is n ot r e ce ptiv e to le arn in g. [6 ] R ese arc h
sh ow s th at m ost le arn in g in th e w ork p la ce is in cid enta l, r a th er th an th e p ro duct o f fo rm al tr a in in g, [3 ] th ere fo re it is
im porta nt to d eve lo p a c u lt u re w here p ers o n al m aste ry is p ra ctic e d in d aily lif e . [6 ] A le arn in g o rg aniz a tio n h as b een
describ ed a s th e s u m o f in div id ual le arn in g, b u t th ere m ust b e m ech anis m s fo r in div id ual le arn in g to b e tr a nsfe rre d
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Characteristics 5/13/2019 Learning organization - W ikipedia
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in to org aniz a tio nal le arn in g .[8 ] P ers o nal m aste ry m ake s p ossib le m any p o sit iv e o utc o m es s u ch a s in div id ual
perfo rm ance , s e lf - e ffi ca cy, s e lf - m otiv a tio n, s e nse o f r e sp onsib ilit y , c o m mit m ent, p atie nce a nd fo cu s o n r e le va nt
m atte rs a s w ell a s w ork -lif e b ala nce a nd w ell- b ein g. [1 2] [1 0] [9 ]
3. M en ta l m odels . A ssu m ptio ns a nd g enera liz a tio ns h eld b y in div id uals a nd o rg aniz a tio ns a re c a lle d m enta l m odels .[ 6 ]
P ers o nal m enta l m odels d escrib e w hat p eople c a n o r c a nnot d ete ct. [1 3] D ue to s e le ctiv e o bse rv a tio n, m enta l m odels
m ig ht lim it p eople s’ o bse rv a tio ns. T o b eco m e a le arn in g o rg aniz a tio n, th ese m odels m ust b e id entifi e d a nd
ch alle nged. In div id uals te nd to e sp ouse th eorie s, w hic h a re w ha t th ey in te nd to fo llo w , a nd th eorie s-in -u se , w hic h a re
w hat th ey a ctu ally d o. [6 ] [7 ] S im ila rly , o rg aniz a tio ns te nd to h ave 'm em orie s' w hic h p re se rv e c e rta in b ehavio urs , n orm s
and v a lu es. [1 4] In c re atin g a le arn in g e nvir o nm ent it is im porta nt to r e pla ce c o nfr o nta tio nal a ttit u des w it h a n o pen
cu lt u re [1 1 ] th at p ro m ote s in quir y a nd tr u st. [3 ] T o a ch ie ve th is , th e le arn in g o rg aniz a tio n n ee ds m ech anis m s fo r lo ca tin g
and a sse ssin g o rg aniz a tio nal th eorie s o f a ctio n. [7 ] U nw ante d v a lu es n eed to b e d is ca rd ed in a p ro ce ss c a lle d
'u nle arn in g'. [ 1 4] W ang a nd A hm ed [8 ] r e fe r to th is a s 't r ip le lo op le arn in g'. F or o rg a niz a tio ns, p ro ble m s a ris e w he n
m enta l m odels e vo lv e b eneath th e le ve l o f a w are ness. T hu s it is im porta nt to e xa m in e b usin ess is su es a nd a ctiv e ly
q uestio n c u rre nt b usin ess p ra ctic e s a nd n ew s kills b efo re th ey b eco m e in te gra te d in to n ew p ra ctic e s. [1 5]
4. S hare d v is io n . T he d eve lo pm ent o f a s h are d v is io n is im po rta nt in m otiv a tin g th e s ta ff to le arn , a s it c re ate s a
c o m mon id entit y th at p ro vid es fo cu s a nd e nerg y fo r le arn in g. [6 ] T he m ost s u cce ssfu l v is io ns b uild o n th e in div id ual
vis io ns o f th e e m plo ye es a t a ll le ve ls o f th e o rg aniz a tio n, [1 1 ] th us th e c re atio n o f a s h are d v is io n c a n b e h in dere d b y
tr a dit io nal s tr u ctu re s w here th e c o m pany v is io n is im pose d fr o m a bove . [3 ] T here fo re , le arn in g o rg aniz a tio ns te nd to
h ave fl a t, d ece ntr a liz e d org aniz a tio nal s tr u ctu re s .[7 ] T he s h are d v is io n is o fte n to s u cce ed a gain st a c o m petit o r; [8 ]
h ow eve r, S enge s ta te s th at th ese a re tr a nsit o ry g oals a nd s u ggests th at th ere s h ould a ls o b e lo ng-te rm g oals th at a re
in tr in sic w it h in th e c o m pany. [6 ] O n th e o th er h and, th e la ck o f c le arly d efin ed g oal s c a n n egativ e ly a ff e ct th e
org anis a tio n, a s it c a nnot a tta in it s m em bers tr u st. [1 6] A pply in g th e p ra ctic e s o f a s h are d v is io n c re a te s a s u it a ble
e nvir o nm ent fo r th e d eve lo pm ent o f tr u st th ro u gh c o m munic a tio n a nd c o lla bora tio n w it h in th e o rg aniz a tio n. A s a
r e su lt , th e b uilt s h are d v is io n e nco ura ges th e m em bers to s h are th eir o w n e xp erie nce s a nd o pin io ns, th us e nhancin g
eff e cts o f o rg aniz a tio nal le arn in g. [9 ]
5. T e am le arn in g . T he a ccu m ula tio n o f in div id ual le arn in g c o nstit u te s te am le arn in g .[3 ] T he b enefit o f te am o r s h are d
le arn in g is th at s ta ff g ro w m ore q uic kly [ 3 ] a nd th e p ro ble m s o lv in g c a pacit y o f th e o rg an iz a tio n is im pro ve d th ro ugh
bette r a cce ss to k n ow le dge a nd e xp ertis e . [1 1 ] L earn in g o rg aniz a tio ns h ave s tr u ctu re s th at fa cilit a te te am le arn in g w it h
fe atu re s s u ch a s b oundary c ro ssin g a nd o pen ness. [7 ] In te am m eetin gs m em bers c a n le arn b ette r fr o m e ach o th er b y
co nce ntr a tin g o n lis te nin g, a vo id in g in te rru ptio n, b ein g in te re ste d in a nd r e sp ondin g. [1 7] A s a r e su lt o f d eve lo pm ent,
p eople d on't h ave to h id e o r o ve rlo ok th eir d is a gre em ents . B y th ose th ey m ake th eir c o lle ctiv e u nders ta ndin g r ic h er. [6 ]
T e am le arn in g is a t it s b est: T he a bilit y to th in k in sig htfu lly a bout c o m ple x is su es, th e a bilit y to ta ke in nova tiv e ,
co ord in ate d a ctio n a nd th e a bilit y to c re ate a n etw ork th at w ill a llo w o th er te am s to ta ke a ctio n a s w ell. [ 1 8] T e am 's
f o cu s is o n tr a nsfe rrin g b oth q uie t a nd e xp lic it in fo rm atio n a cro ss th e g ro up a nd c re atin g a n e nvir o nm ent w here
c re ativ it y c a n fl o uris h . T e am le arn h ow to th in k to geth er. [6 ] T e am le arn in g is p ro ce ss o f a daptin g a nd d e ve lo pin g th e
te am c a pacit y to c re ate th e r e su lt s th at it s m em bers r e ally w an t. [6 ] T e am le arn in g r e quir e s in div id uals to e ngage in
d ia lo gue a nd d is cu ssio n; [3 ] th ere fo re te am m em bers m ust d eve lo p o pe n c o m munic a tio n, s h are d m eanin g, a nd s h are d
unders ta ndin g. [3 ] L earn in g o rg aniz a tio ns ty p ic a lly h ave e xce lle n t k n ow le d ge m anagem ent s tr u ctu re s, a llo w in g
cre atio n, a cq uis it io n, d is se m in atio n, a nd im ple m enta tio n o f th is k n ow le d ge in th e o rg aniz a tio n. [8 ] T e am le arn in g
re quir e s d is cip lin e a nd r o utin es. D is cip lin e in te am h elp s m em bers a nd le aders to u se to ols s u ch a s A ctio n-L earn in g-
C ycle a nd D ia lo gue. [1 7] T e am le arn in g is o nly o ne e le m ent o f le arn in g c ycle . F or th e c ycle to b e c o m ple te , it h as to
in clu de a ll fi ve p rin cip le s w hic h a re m entio ned a bove .
T his co m bin atio n e n co u ra g es o rg an iza tio ns to sh if t to a m ore in te rc o n necte d w ay o f th in kin g. O rg an iz atio ns sh ou ld
b eco m e m ore l ik e co m mun it ie s t h at e m plo yees c a n f e el a co m mitm en t t o . [1 9 ]
O rg an iza tio ns d o n ot o rg an ic ally d ev elo p in to le a rn in g o rg an iz atio ns; th ere are fa cto rs p ro m ptin g th eir ch an ge. A s
org an iza tio ns g ro w , t h ey l o se t h eir c a p acit y t o l e a rn a s c o m pan y s tr u ctu re s a n d in div id ual t h in kin g b eco m es r ig id . [1 ] W hen
p ro b le m s a ris e, t h e p ro p ose d s o lu tio ns o ft e n t u rn o u t t o b e o n ly s h ort- te rm ( s in gle -lo op le a rn in g in ste a d o f d ou ble -lo op
le a rn in g ) a n d r e -e me rg e in t h e f u tu re . [6 ] T o r e m ain c o m petit iv e, m an y o rg an iza tio ns h ave r e str u ctu re d , w ith f e w er p eo p le
in th e c o m pan y. [1 ] T his m ea n s th ose w ho r e m ain n eed to w ork m ore e ffe ctiv ely . [3 ] T o c re a te a c o m petit iv e a d va n ta g e,
co m pan ie s n eed t o le a rn fa ste r t h an t h eir c o m petit ors a n d t o d ev elo p a c u sto m er r e sp on siv e cu lt u re .[3 ] [2 0 ] C hris A rg yris
id en tif ie d th at org an iza tio ns n eed to m ain ta in kn ow le d ge ab ou t n ew p ro d u cts an d p ro ce sse s, u n ders ta n d w hat is
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hap pen in g in th e o u ts id e e n vir on m en t a n d p ro d u ce c re a tiv e s o lu tio ns u sin g th e k n ow le d ge a n d s k il ls o f a ll w ithin th e
org an iza tio n. [7 ] T his re q u ir es co -o p era tio n b etw een in div id uals a n d g ro u ps, fr e e a n d re lia ble co m mun ic atio n, a n d a
cu lt u re o f t r u st. [7 ]
O ne o f t h e m ain b en efit s b ein g a le a rn in g o rg an iz atio n o ffe rs is a c o m petit iv e a d va n ta g e. T his c o m petit iv e a d va n ta g e c a n
b e fo u n ded o n d if fe re n t s tr a te g ie s, w hic h c a n b e a cq u ir ed b y o rg an iz atio nal le a rn in g. O ne w ay o f g ain ing a c o m petit iv e
ad va n ta g e is s tr a te g ic f le x ib ilit y. T he c o n tin uou s in flo w o f n ew e x p erie nce a n d k n ow le d ge k eep s t h e o rg an iz atio n d yn am ic
an d p re p are d fo r c h an ge. In a n e v er-c h an gin g in stit utio nal e n vir on m en t th is c a n b e a k ey fa cto r fo r a n a d va n ta g e. [2 1]
B ette r m an ag em en t o f a n o rg an iza tio ns e x p lo ra tiv e in vestm en ts a n d e x p lo it ativ e a ctin g c a n b e a b en efit o f a le a rn in g
org an iza tio n, t o o. N ex t, a c o m petit iv e a d va n ta g e o f a c o m pan y c a n b e g ain ed b y l o w er p ric es a n d b ette r q u alit y o f p ro d u cts .
T hro u gh o rg an iza tio nal l e a rn in g b oth c o st l e a d ers h ip a n d d if fe re n tia tio n s tr a te g ie s a re p ossib le . T he a b il it y t o r e co n fig ure
a ctio ns b ase d o n n eed s a n d e n vir on m en t a vo id s th e tr a d eo ff b etw een th e tw o. [2 1] O vera ll th e c u sto m er p erfo rm an ce o f
le a rn in g o rg an iza tio ns m ight b e b ette r, w hic h is th e d ir ect an d m ea su ra b le ch an nel, th at esta b lis hes a co m petit iv e
ad va n ta g e. [2 1] A noth er im porta n t a sp ect is in nova tio n. In nova tio n a n d le a rn in g a re c lo se ly r e la te d . W hile e n co u ra g in g
peo p le to le a rn a n d d ev elo p , a m ore in nova tiv e e n vir on m en t is c o m mon ly g en era te d , in nova tiv e id ea s c o m in g fr o m e .g .
co m mun it ie s o f p ra ctic e c a n r e su lt in g re a te r o vera ll o rg an iz atio nal l e a rn in g. [2 2]
O th er b en efit s o f a l e a rn in g o rg an iza tio n a re :
M ain ta in in g le ve ls o f in nova tio n a nd r e m ain in g c o m petit iv e [1 1 ]
Im pro ve d e ffi cie ncy
H avin g th e k n ow le dge to b ette r lin k r e so urc e s to c u sto m er n eeds [1 ]
Im pro vin g q ualit y o f o utp uts a t a ll le ve ls [ 1 ]
Im pro vin g co rp ora te im age b y b eco m in g m ore p eople o rie nte d [1 ]
In cre asin g th e p ace o f c h ange w it h in th e o rg an iz a tio n [1 ]
S tr e ngth enin g s e nse o f c o m munit y in th e o rg aniz a tio n [1 ]
Im pro vin g lo ng te rm d ecis io n m akin g [6 ]
Im pro vin g k n ow le dge s h arin g [6 ]
E ven w ithin o r w ithou t le a rn in g o rg an iza tio n, p ro b le m s c a n s ta ll th e p ro ce ss o f le a rn in g o r c a u se it to r e g re ss. M ost o f
th em a ris e f r o m a n o rg an iza tio n n ot f u lly e m bra cin g a ll t h e n ece ssa ry f a ce ts . O nce t h ese p ro b le m s c a n b e id en tif ie d, w ork
c a n b eg in o n im pro vin g t h em .
Som e o rg an iza tio ns f in d it h ard t o e m bra ce p ers o n al m aste ry b eca u se a s a c o n ce p t it is in ta n gib le a n d t h e b en efit s c a n not
b e q u an tif ie d; [6 ] p ers o n al m aste ry c a n e v en b e s e en a s a t h re a t t o t h e o rg an iz atio n. T his t h re a t c a n b e r e a l, a s S en ge p oin ts
o u t, t h at 't o e m pow er p eo p le in a n u n alig ned o rg an iz atio n c a n b e c o u n te rp ro d u ctiv e'. [ 6 ] I n o th er w ord s, if in div id uals d o
n ot en gag e w ith a sh are d vis io n, p ers o n al m aste ry co u ld b e u se d to ad va n ce th eir o w n p ers o n al vis io ns. In so m e
org an iza tio ns a la ck o f a le a rn in g c u lt u re c a n b e a b arrie r t o le a rn in g. A n e n vir on m en t m ust b e c re a te d w here in div id uals
c a n sh are le a rn in g w ithou t it b ein g d ev a lu ed a n d ig nore d , so m ore p eo p le c a n b en efit fr o m th eir k n ow le d ge a n d th e
in div id uals b eco m es e m pow ere d . [3 ] A le a rn in g o rg an iza tio n n eed s to fu lly a cce p t th e r e m ova l o f t r a d it io nal h ie ra rc h ic al
str u ctu re s .[3 ]
Benefits
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Resis ta n ce t o l e a rn in g c a n o ccu r w ithin a l e a rn in g o rg an iz atio n if t h ere is n ot s u ffic ie nt b u y-in a t a n in div id ual l e v el. T his is
o ft e n e n co u n te re d w ith p eo p le w ho f e el t h re a te n ed b y c h an ge o r b elie ve t h at t h ey h ave t h e m ost t o l o se . [3 ] T hey a re li k ely
t o h ave c lo se d m in d s e ts , a n d a re n ot w illin g t o e n gag e w ith m en ta l m od els .[ 3 ] U nle ss im ple m en te d c o h ere n tly a cro ss t h e
org an iza tio n, le a rn in g c a n b e v ie wed a s e lit is t a n d r e str ic te d t o s e n io r le v els . I n t h at c a se , le a rn in g w ill n ot b e v ie wed a s a
s h are d v is io n. [1 1] I f t r a in ing a n d d ev elo p m en t is c o m pu ls o ry , it c a n b e v ie wed a s a f o rm o f c o n tr o l, r a th er t h an a s p ers o n al
d ev elo p m en t. [1 1] L ea rn in g a n d t h e p u rs u it o f p ers o n al m aste ry n eed s t o b e a n in div id ual c h oic e, t h ere fo re e n fo rc e d t a k e-u p
w ill n ot w ork . [6 ]
In a d dit io n, o rg an iza tio nal s ize m ay b eco m e th e b arrie r to in te rn al k n ow le d ge s h arin g . W hen th e n um ber o f e m plo yees
ex ce ed s 1 5 0 , in te rn al k n ow le d ge s h arin g d ra m atic ally d ecre a se s b eca u se o f h ig her c o m ple x it y in t h e f o rm al o rg an iz atio nal
str u ctu re , w ea k er in te r-e m plo yee r e la tio nsh ip s, l o w er t r u st, r e d u ce d c o n nectiv e e ffic acy , a n d l e ss e ffe ctiv e c o m mun ic atio n.
A s su ch , as th e size o f an o rg an iza tio nal u n it in cre a se s, th e effe ctiv en ess o f in te rn al k n ow le d ge flo w s d ra m atic ally
d im inishes a n d t h e d eg re e o f in tr a -o rg an iza tio nal k n ow le d ge s h arin g d ecre a se s. [2 3]
P ro b le m s w ith S en ge's v is io n in clu de a fa il ure to fu lly a p pre cia te a n d in co rp ora te th e im pera tiv es th at a n im ate m od ern
o rg an iza tio ns; t h e r e la tiv e s o p h is tic atio n o f t h e t h in kin g h e r e q u ir es o f m an ag ers ( a n d w heth er m an y in p ra ctic e a re u p t o
it ); a n d q u estio ns r e g ard in g h is tr e a tm en t o f o rg an iz atio nal p olit ic s. I t is c e rta in ly d if fic ult to fin d r e a l- lif e e x am ple s o f
le a rn in g o rg an iza tio ns ( K erk a 1 9 95). T here h as a ls o b een a l a ck o f c rit ic al a n aly sis o f t h e t h eo re tic al f r a m ew ork .
B ase d o n th eir s tu dy o f a tte m pts to re fo rm th e S w iss P osta l S erv ic e, M atth ia s F in ger a n d S il via B űrg in B ra n d (1 9 99)
p ro vid e a u se fu l lis tin g o f m ore im porta n t s h ortc o m in gs o f t h e le a rn in g o rg an iz atio n c o n ce p t. T hey c o n clu de t h at it is n ot
p ossib le t o t r a n sfo rm a b u re a u cra tic o rg an iza tio n b y l e a rn in g in itia tiv es a lo n e. T hey b elie ve t h at b y r e fe rrin g t o t h e n otio n
of th e le a rn in g o rg an iza tio n it w as p ossib le to m ak e ch an ge le ss th re a te n in g an d m ore acce p ta b le to p artic ip an ts .
'H ow ev er, in div id ual an d co lle ctiv e le a rn in g, w hic h h as u n dou bte d ly ta k en p la ce , h as n ot re a lly b een co n necte d to
o rg an iza tio nal c h an ge a n d tr a n sfo rm atio n'. P art o f th e is su e, th ey s u ggest, h as to d o w ith th e c o n ce p t o f th e le a rn in g
org an iza tio n it se lf . T hey a rg u e t h at t h e c o n ce p t o f t h e l e a rn in g o rg an iz atio n:
1. F ocu ses m ain ly o n t h e c u lt u ra l d im en sio n a n d d oes n ot a d eq uate ly t a ke in to a c co unt t h e o th er d im en sio ns o f
an o rg an iz a tio n. T o tr a nsfo rm a n o rg aniz a tio n, it is n ece ssa ry to a tte nd to s tr u ctu re s a nd th e o rg aniz a tio n o f w ork a s
w ell a s th e c u lt u re a nd p ro ce sse s. 'F ocu ssin g e xclu siv e ly o n tr a in in g a ctiv it ie s in o rd er to fo ste r le arn in g... fa vo urs th is
p ure ly c u lt u ra l b ia s'.
2. F avo urs in div id ual a n d c o lle ctiv e le arn in g p ro ce sses a t a ll le vels o f t h e o rg an iz a tio n, b ut d oes n ot c o nnect
th em p ro perly t o t h e o rg an iz a tio n's s tr a te g ic o bje ctiv es. P opula r m odels o f o rg aniz a tio nal le arn in g ( s u ch a s D ix o n
1994) a ssu m e s u ch a lin k. It is , th ere fo re , im pera tiv e 't h at th e lin k b etw ee n in div id ual a nd c o lle ctiv e le arn in g a nd th e
org aniz a tio n's s tr a te gic o bje ctiv e s is m ade'. T his s h ortc o m in g, F in g er a nd B ra nd a rg ue, m ake s a c a se fo r s o m e fo rm
o f m easu re m ent o f o rg aniz a tio nal le arn in g – s o th at it is p ossib le to a sse ss th e e xte nt to w hic h s u ch le arn in g
co ntr ib ute s o r n ot to w ard s s tr a te gic o bje ctiv e s.
T he b ook T he D an ce o f C ha n ge [2 4 ] s ta te s t h ere a re m an y r e a so n s w hy a n o rg an iz atio n m ay h ave t r o u ble in t r a n sfo rm in g
itse lf in to a le a rn in g o rg an iza tio n. T he fir st is th at a n o rg an iz atio n d oes n ot h ave e n ou gh tim e. [2 4 ] :6 6 E m plo yees a n d
m an ag em en t m ay h ave o th er is su es t h at t a k e p rio rit y o ver t r y in g t o c h an ge t h e c u lt u re o f t h eir o rg an iz atio n. T he t e a m m ay
n ot b e a b le t o c o m mit t h e t im e if a n in stit utio n d oes n ot h ave t h e a p pro p ria te h elp o r t r a in ing. F or a n o rg an iz atio n t o b e
ab le t o c h an ge, it n eed s t o k n ow t h e s te p s n ece ssa ry t o s o lv e t h e p ro b le m s it f a ce s. A s a s o lu tio n, a m en to r o r c o ach w ho is
w ell v ers e d in t h e l e a rn in g o rg an iza tio n c o n ce p t m ay b e n ece ssa ry .
A ls o , th e ch an ge m ay n ot b e re le v a n t to th e o rg an iz atio n's n eed s. T im e sh ou ld b e sp en t o n th e a ctu al is su es o f th e
org an iza tio n a n d it s d ail y is su es. T o c o m bat t h is c h alle n ge, a s tr a te g y m ust b e b u il t. T he o rg an iz atio n s h ou ld d ete rm in e
what it s p ro b le m s a re b efo re e n te rin g in to t h e t r a n sfo rm atio n. T ra in ing s h ou ld r e m ain l in ked t o b u sin ess r e su lt s s o t h at it
is e a sie r f o r e m plo yees t o c o n nect t h e t r a in ing w ith e v ery d ay is su es.
C halle n ges in t h e t r a n sfo rm atio n t o a le arn in g o rg an iz a tio n 5/13/2019 Learning organization - W ikipedia
https://en.wikipedia.or g/wiki/Learning_organization 5/6
A u su al c h alle n ge w ith m an y o rg an iza tio ns is t h e l a ck o f c o n ce n tr a tio n o n p ers o n al d ev elo p m en t w hile f o cu sin g m ain ly o n
p ro fe ssio nal d ev elo p m en t w hic h is m ore lik ely to h ave a d ir ect co n tr ib utio n to o rg an iz atio n's p erfo rm an ce w here a s
p ers o n al d ev elo p m en t's p osit iv e r e su lt s a p pea r m ore in t h e l o n g r u n a n d l e ss v is ib ly . [1 2 ]
A s f o r t h e l e a d er, it m ay b e c h alle n gin g n ot t o c o n sid er o n e's o w n p ers o n al v is io n a s t h e o rg an iz atio n's s h are d v is io n. [9 ]
S om e o f t h e is su es t h at le a rn in g o rg an iza tio ns w ere d esig ned t o a d dre ss w ithin in stit utio ns is f r a g m en ta tio n, c o m petit io n
an d r e a ctiv en ess. [1 9 ] F ra g m en ta tio n is d esc rib ed a s b re a k in g a p ro b le m in to p ie ce s. F or e x am ple , e a ch o rg an iz atio n h as a n
a cco u n tin g d ep artm en t, f in an ce , o p era tio ns, I T a n d m ark etin g. C om petit io n o ccu rs w hen e m plo yee s a re t r y in g t o d o b ette r
o r 'b ea t' o th ers in a n a ssig nm en t in ste a d o f c o lla b ora tin g. R ea ctiv en ess o ccu rs w hen a n o rg an iz atio n c h an ges o n ly in
re a ctio n t o o u ts id e f o rc e s, r a th er t h an p ro activ ely in itia tin g c h an ge.
In ap pro p ria te h ab it s w hile o rg an izin g t e a m m eetin gs c a n e ffe ct n eg ativ ely . M eetin gs s h ou ld b e p re p are d in t im e, a g en da
d ra w n u p a n d e n ou gh tim e d ed ic ate d to fo cu s o n th e su bje cts . B eca u se b est re su lt s in te a m le a rn in g fo rm th ro u gh
d is cip lin e, it is e sse n tia l t o h ave a n a g en da, m ak e a tm osp h ere o p en a n d r e sp ect o th ers : a vo id in te rru ptio n, b e in te re ste d
a n d r e sp on d. [1 7 ]
C om munit y o f p ra ctic e
K now le dge m anagem ent
Learn in g a genda
O rg aniz a tio nal le arn in g
P ro fe ssio nal le arn in g c o m munit y
R efle ctiv e p ra ctic e
1. P edle r, M ., B urg ogyn e, J . a nd B oyd ell, T . 1 99 7. T he L earn in g C om pany: A s tr a te gy fo r s u sta in able d eve lo pm ent . 2 nd
E d. L ondon; M cG ra w -H ill.
2. S enge, P . M . ( 1 990). T he a rt a nd p ra ctic e o f th e le arn in g o rg aniz a tio n. T he n ew p ara dig m in b usin ess: E m erg in g
str a te gie s fo r le aders h ip a nd o rg aniz a tio nal c h ange , 1 26-1 38. R etr ie ve d fr o m
http ://w ww.g ie e.n tn u.e du.tw /fi le s/a rc h iv e /3 80_ 9e53918d.p df
3. O 'K eeff e , T . 2 002. O rg aniz a tio nal L earn in g: a n ew p e rs p ectiv e . J o urn al o f E uro pean In dustr ia l T ra in in g , 2 6 ( 2 ), p p.
130-1 41.
4. F ulm er, R obert M ., K eys, J . B ern ard . ( 1 998). A C onve rs a tio n w it h P ete r S enge: N ew D eve lo pm ents in O rg aniz a tio nal
Learn in g O rg aniz a tio nal D yn am ic s, 2 7 ( 2 ), 3 3-4 2.
5. L earn in g O rg aniz a tio ns ( 2 005) p .1 90
6. S enge, P .M . 1 990. T he F if th D is cip lin e . L ondon: C entu ry B usin ess.
7. A rg yris , C hris 1 999. O n O rg aniz a tio nal L earn in g . 2 nd E d. O xfo rd : B la ckw ell P ublis h in g.
8. W ang, C .L . a nd A hm ed, P .K . 2 003. O rg aniz a tio nal le arn in g: a c rit ic a l r e vie w . T he le arn in g o rg aniz a tio n , 1 0 ( 1 ) p p. 8 -
17.
9. G éra rd , F illio n; K offi , V iv i; E kio nea, J e an-P ie rre . " P ete r S enge's le arn in g o rg aniz a tio n: A c rit ic a l v ie w a nd th e a ddit io n
of s o m e n ew c o nce pts to a ctu aliz e th eory a nd p ra ctic e ". J o urn al o f O rg aniz a tio nal C ult u re , C om mun ic a tio ns a nd
C onflic t . 1 9 ( 3 ).
P ro ble m s o rg an iz a tio nal le arn in g a d dre sses
See also
References 5/13/2019 Learning organization - W ikipedia
https://en.wikipedia.or g/wiki/Learning_organization 6/6
Bark e r, R andolp h T . & C am ara ta , M artin R . ( 1 998). T he r o le o f c o m munic a tio n in c re atin g a nd m ain ta in in g a le arn in g
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F ie ld book N ew Y ork : C urre ncy D ouble day.
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T his p ag e w as la st e d it e d o n 1 F eb ru ary 2 019, a t 0 2:2 6 ( U TC ) .
Te xt is a va ila ble u nder th e C re ativ e C om mons A ttr ib utio n-S hare A lik e L ic e nse ; a ddit io nal te rm s m ay a pply . B y u sin g th is
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Further reading