The Learning Organization

Paul Tosey; Catherine Llewellyn

2002 The Learning Organization

doi: 10.1108/09696470210424006

This article presents an application in organizational consulting of a model that utilises the concept of "energy". This model has its roots in an ancient framework, the chakra system. The approach is emergent, and to date has proved insightful for managers and others in settings such as higher education, coaching, and consultancy. The article describes a specific application of the framework in an organizational consultancy project. The consultant used the framework to guide a collaborative inquiry by organizational participants into their experience of the organization, leading to formulation of intended changes. Issues for practice and for critical reflection are raised.

Anders Ingelgård; Jonas Roth; Alexander Styhre; A.B. (Rami) Shani

2002 The Learning Organization

doi: 10.1108/09696470210424015

This article explores the use of organizational learning mechanisms to create actionable knowledge in a pharmaceutical company. An action research based approach was used to explore the nature and issues associated with fostering the dynamic learning capability within the firm. The results indicate that dynamic learning capability is embedded and influenced by company culture, existing skills and competence, organizational structure, incentives for learning, capacity for continuous change and leadership. It is argued that enabling actionable knowledge creation is a fragile process that has to be managed with care, and is far more complex than the literature suggests.

Lisa Harris

2002 The Learning Organization

doi: 10.1108/09696470210424024

This article considers the issue of learning in the context of new technology projects that have recently been implemented in the UK retail banking industry. Continual changes in the business environment have focused attention upon the need for organisations to "learn" if they are to retain their market positions. Interviews were conducted with 42 bank managers and industry consultants over an 18 month period. Five case studies of major new projects are drawn upon which provide evidence that learning from past mistakes, or even building upon past successes, continues to be the exception rather than the rule. As a result, even successful projects had a limited impact upon the activities of the organisations as a whole. It is concluded that reluctance to disseminate lessons learned throughout the organisation means the full potential offered by new technologies will continue to elude banks until their apparently complacent attitude towards learning is addressed.

Myra Hodgkinson

2002 The Learning Organization

doi: 10.1108/09696470210424033

This paper explores the expressed meanings that 60 middle managers attach to the concept of a shared strategic vision by providing a brief review of the business and management literature and the role of organisational learning. It continues by identifying the meanings and skills that these middle managers from a large international corporation attach to the achievement of a shared vision within a framework of Senge's skills. A further element uncovered by the research is recorded; how the managers express their concerns regarding the reasons, as they see them, why a shared vision is not a feature of their organisation. A conclusion is reached that these middle managers believe implicitly that a shared strategic vision is desirable. Further that engagement in the activity described in the paper provides an opportunity for the managers to reflect on their organisation within the concept of organisational learning and the skills that are needed to take this concept forward.