We have structured this page around three basic questions: What is organizational learning? Is it individuals that learn in organizations, or can organizations learn themselves? From this exploration we suggest that there are particular qualities associated with learning in organizations.
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 realized? 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.
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.
It is not brought about simply by training individuals; it can only happen as a result of learning at the whole organization level. A Learning Company is an organization that facilitates the learning of all its members and continuously transforms itself.
Watkins and Marsick Critical Reflection - Digital Environment → Buy Cheap Critical Thinking: An Exploration of Theory and Practice Essay Critical thinking refers to the process of determining possible explanations for findings in a given problem or situation (Moon 6). Learning in organizations.
In recent years there has been a lot of talk of ‘organizational learning’. Here we explore the theory and practice of such learning via pages in the encyclopaedia of informal education.
An exploration of critical rationalism. This is an academic defence of the rational and humanistic tradition in literary studies that is out of favour in the universities at present where the humanities and social sciences have been radically politicised by the left.
Moon critical thinking an exploration of theory and practice’s system is composed of interdependent and interacting subsystems of the geosphere – and problem solving to make informed decisions within and outside the classroom.
The aim of New Critical Theory [a Rowman & Littlefield book series edited by Patricia Huntington and Martin J. Beck Matustik] is to broaden the scope of critical theory beyond its two predominant strains, one generated by the research program of Jurgen Habermas .
Critical Thinking: An Exploration of Theory and Practice Moon, Jennifer A ; MyiLibrary In this book, Jennifer Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process.