Professional Documents
Culture Documents
A learning organization is the business term given to a company that facilitates the learning
of its members and continuously transforms itself.The concept was coined through the work
and research of Peter Sense and his colleagues.
Learning organizations develop as a result of the pressures facing modern organizations and
enables them to remain competitive in the business environment.
Characteristics
There is a multitude of definitions of a learning organization as well as their typologies.
Peter Senge stated in an interview that a learning organization is a group of people working
together collectively to enhance their capacities to create results they really care about.[4]
Senge popularized the concept of the learning organization through his book The Fifth
Discipline. In the book, he proposed the following five characteristics:
Systems thinking. The idea of the learning organization developed from a body of work called
systems thinking.[7] This is a conceptual framework that allows people to study businesses
as bounded objects.[6] Learning organizations use this method of thinking when assessing
their company and have information systems that measure the performance of the
organization as a whole and of its various components.[7] Systems thinking states that all the
characteristics must be apparent at once in an organization for it to be a learning
organization.[6] If some of these characteristics are missing then the organization will fall
short of its goal. However, OKeeffe[3] believes that the characteristics of a learning
organization are factors that are gradually acquired, rather than developed simultaneously.
Personal mastery. The commitment by an individual to the process of learning is known as
personal mastery.[6] There is a competitive advantage for an organization whose workforce
can learn more quickly than the workforce of other organizations.[8] Individual learning is
acquired through staff training, development and continuous self-improvement;[9] however,
learning cannot be forced upon an individual who is not receptive to learning.[6] Research
shows that most learning in the workplace is incidental, rather than the product of formal
training,[3] therefore it is important to develop a culture where personal mastery is practiced
in daily life.[6] A learning organization has been described as the sum of individual learning,
but there must be mechanisms for individual learning to be transferred into organizational
learning.[8]
Mental models. The assumptions held by individuals and organizations are called mental
models.[6] To become a learning organization, these models must be challenged. Individuals
tend to espouse theories, which are what they intend to follow, and theories-in-use, which are
what they actually do.[6][7] Similarly, organizations tend to have memories which preserve
certain behaviours, norms and values.[10] In creating a learning environment it is important
to replace confrontational attitudes with an open culture[9] that promotes inquiry and trust.
[3] To achieve this, the learning organization needs mechanisms for locating and assessing
requires of managers (and whether many in practice are up to it); and questions regarding
his treatment of organizational politics. It is certainly difficult to find real-life examples of
learning organizations (Kerka 1995). There has also been a lack of critical analysis of the
theoretical framework.
Based on their study of attempts to reform the Swiss Postal Service, Matthias Finger and
Silvia Brgin Brand (1999) provide a useful listing of more important shortcomings of the
learning organization concept. They conclude that it is not possible to transform a
bureaucratic organization by learning initiatives alone. They believe that by referring to the
notion of the learning organization it was possible to make change less threatening and more
acceptable to participants. However, individual and collective learning, which has
undoubtedly taken place, has not really been connected to organizational change and
transformation. Part of the issue, they suggest, has to do with the concept of the learning
organization itself. They argue that the concept of the learning organization:
Focuses mainly on the cultural dimension and does not adequately take into account the
other dimensions of an organization. To transform an organization, it is necessary to attend
to structures and the organization of work as well as the culture and processes. Focussing
exclusively on training activities in order to foster learning favours this purely cultural
bias.
Favours individual and collective learning processes at all levels of the organization, but
does not connect them properly to the organizations strategic objectives. Popular models of
organizational learning (such as Dixon 1994) assume such a link. It is, therefore, imperative
that the link between individual and collective learning and the organizations strategic
objectives is made. This shortcoming, Finger and Brand argue, makes a case for some form
of measurement of organizational learning so that it is possible to assess the extent to
which such learning contributes or not towards strategic objectives.
Challenges in the transformation to a learning organization
The book The Dance of Change[14] states there are many reasons why an organization may
have trouble in transforming itself into a learning organization. The first is that an
organization does not have enough time.[15] Employees and management may have other
issues that take priority over trying to change the culture of their organization. The team may
not be able to commit the time an institution does not have the appropriate help or training.
For an organization to be able to change, it needs to know the steps necessary to solve the
problems it faces. As a solution, a mentor or coach who is well versed in the learning
organization concept may be necessary.
Also, the change may not be relevant to the organization's needs. Time should be spent on the
actual issues of the organization and its daily issues. To combat this challenge, a strategy
must be built. The organization should determine what its problems are before entering into
the transformation. Training should remain linked to business results so that it is easier for
employees to connect the training with everyday issues.
As a subfield, organizational learning is the study of experience, knowledge, and the effects
of knowledge within an organizational context.[8] The study of organizational learning
directly contributes to the applied science of knowledge management (KM) and the concept
of the learning organization. Organizational learning is related to the studies of
organizational theory, organizational communication, organizational behavior,
organizational psychology, and organizational development. Organizational learning has
received contributions from the fields of educational psychology, sociology, economics,
anthropology, political science, and management science.[9]
Units of learning
Organizations gain knowledge in one of the four organizational units of Learning: individual,
team, organizational, and inter-organizational. Organizational learning "involves the process
through which organizational units (e.g. groups, departments, divisions) change as a result of
experience." An example of organizational learning is a hospital surgical team learning to
use new technology that will increase efficiency.[10]
Individual learning is the smallest unit at which learning can occur. An individual learns new
skills or ideas, and their productivity at work may increase as they gain expertise. The
individual can decide whether or not to share their knowledge with the rest of the group. If
the individual leaves the group and doesnt share their knowledge before leaving, the group
loses this knowledge.[11] In their study of software development, Boh, Slaughter and
Espinosa (2007) found that individuals were more productive the more specialized
experience they had with a certain system.[12]
Group learning is the next largest unit at which learning can occur. Group learning happens
when individuals within a group "acquire, share, and combine knowledge through experience
with one another".[13] There are conflicting definitions of group learning among researchers
studying it. One belief is that group learning is a process in which a group takes action, gets
feedback, and uses this feedback to modify their future action.[14] Another belief is that
group learning happens when a member shares their individual knowledge with other group
members. Once this happens, individual learning turns into group learning.[11] Reagans,
Argote, and Brooks (2005) studied group learning by examining joint-replacement surgery in
teaching hospitals. They concluded that "increased experience working together in a team
promoted better coordination and teamwork."[15] Working together in a team also allowed
members to share their knowledge with others and learn from other members.
Organizational learning is the way in which an organization creates and organizes
knowledge relating to their functions and culture. Organizational learning happens in all of
the organizations activities, and it happens in different speeds. The goal of organizational
learning is to successfully adapt to changing environments, to adjust under uncertain
conditions, and to increase efficiency.[16] According to Argote (1993), managers in
manufacturing plants saw organization learning occur when they found ways to make
individual workers more proficient, improve the organizations "technology, tooling, and
layout," improve the organizations structure, and determine the organizations strengths.[4]