The document discusses various models and conceptions of the learning organization. It presents different frameworks for organizational learning, including distinguishing between organizational learning and a learning organization. Several thinkers and their models are covered, such as Argyris and Schon's model of single-loop and double-loop learning, Revans' focus on programmed and questioned learning, and Senge's five disciplines of a learning organization. Nonaka's knowledge-creating company model is also examined, focusing on converting tacit to explicit knowledge. Throughout, questions are provided to prompt discussion and application of the various learning organization concepts.

1. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.1
Analysis 1: Evidence and the Nature of
Knowledge in the Digital Age
Topic: The Learning Organisation
Topic Number: 6

2. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.2
LEARNING OBJECTIVES
• To explain the differences between organisational
learning and the learning organisation
• To describe different models and conceptions of the
learning organisation
• To discuss issues of power and politics that may
affect learning organisations

3. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.3
Questions to think about during the
session
• What is a ‘Learning Company’?
• How would you recognise one?
• Why is learning important for a company?
• Who does the learning – executives, middle
managers or employees?

4. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.4
ORGANISATIONAL LEARNING & LEARNING
ORGANIZATION
Table 6.1 Distinctions between organisational learning and the learning organisation

5. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.5
Questions to think about during the
session
• Is a continuous learning programme the same as
learning?
• What is the incentive for people to learn in a
company?
• Can ‘non-learning’ companies be successful?
• Are there risks to learning?

6. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.6
Questions to think about during the
session
• Can you have too much learning?
• What should companies learn about?
• Do training programmes help companies to learn?
• What are the merits and drawbacks of ‘on-the-job’
learning?

7. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.7
ARIE DE GEUS (1988)
‘…the ability for a firm to learn faster than its competitors
may be its only form of sustainable competitive
advantage’
• How do you encourage your employees to learn faster
than your competitors?
• Do they know what your competitors are doing?

8. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.8
ORGANIZATIONAL LEARNING
(Argyris and Schon, 1978)
• Single-loop learning
• Double-loop learning
• Are there dangers in double-loop learning?

9. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.9
ACTION LEARNING
(Revans, 1977)
• P = Programmed Learning –
highly specialist
• Q = Questioned Learning –
asking questions
• Action learning groups
• Is learning as simple as this?
• Where do you store this
learning or communicate it?
L = P + Q

10. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.10
ACTION LEARNING
(Mumford, 1991: 4 I’s)
• Interaction with major players
• Integration – appropriate skills and knowledge
• Implementation – managers accountable
• Iteration – view learning as a process
• Prescriptive?
• How would you apply it to employees?

11. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.11
THE FIFTH DISCIPLINE
(Senge, 1990)
• Personal Mastery – clarifying what is important
to us (vision/purpose)
• Team Learning – Dialogue & Discussion
• Systems Thinking
• Mental Models – capacity to reflect on our own
mental pictures
• Shared Vision – linked to personal visions
• Application to an organisation?
• Development of shared vision?

12. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.12
US CONTRIBUTION
Figure 6.1 The learning organisation (Garvin 1993; Senge 1990)

13. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.13
THREE-LEVEL HIERARCHY
(Garratt, 1987)
• Policy/Strategy/Operations
• Business Brain (Strategy) in
the centre
• Double-Loop Learning
• Direction givers in centre to
allow integration and
processing of information
• Does learning on projects
feedback to strategy
formers?
Figure 6.2 A three-level hierarchy for the learning organisation (Garratt 1987)

14. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.14
LEARNING COMPANY
(Pedler, Burgoyne and Boydell, 1991)
• Strategy-learning approach with
feedback loops to enable continuous
improvement
• Looking in – exploring ways of
enhancing learning and collaboration
• Structures – flexibility
• Looking out – ‘win-win’ learning
• Learning opportunities – allow
mistakes
• Mechanistic?
Figure 6.3 The learning company (Pedlar et al. 1991)
Source: The Learning Company: A Strategy for Sustainable Development, McGraw-Hill (Pedlar, M., Burgoyne, J. and Boydell, T. 1991). Reproduced with the kind permission of The
McGraw-Hill Companies. All rights reserved.

15. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.15
EXPERIMENTING ORGANISATIONS
(Easterby-Smith, 1990)
• Generate creativity and innovation in people
• Introduce flexibility in structures
• Not to disadvantage individuals in reward system for
risk taking
• Focus on unusual variations in information systems
• How do you encourage individuals to take risks?
• What levels of risk are acceptable?

16. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.16
ENCOURAGING WANTED BEHAVIOURS (Honey,
1991)
• Wanted Behaviours – Asking questions, suggesting
ideas, exploring alternatives, taking risks, being open,
reflecting etc…
• Unwanted Behaviours – Acquiesing, rubbishing ideas,
quick fixes, being cautious, filtering bad news, keeping
active etc…
• Who decides on acceptable and unacceptable
behaviours?

17. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.17
KNOWLEDGE CREATING COMPANY
(Nonaka, 1991)
• Articulation – converting tacit to explicit knowledge
• Internalisation – using explicit knowledge to increase
one’s tacit base
• Use of figurative language, symbolism and metaphors
• How could slogans and metaphors be used to aid
learning in companies?

18. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.18
KNOWLEDGE CREATING COMPANY
(CONTINUED)
Figure 6.4 The knowledge-creating company (Nonaka 1991)

19. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.19
COMPETITIVE LEARNING ORGANIZATION
(Jashapara, 1995)
Figure 6.5 Competitive learning organisation (Jashapara 2003)

20. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.20
COMPETITIVE LEARNING ORGANIZATION
(Jashapara, 1995)
• Static/Teaching/Learning organisations
• Use of benchmarks
• Contamination – dominant force hindering change
• Cleavage – 2 or more forces confront each other and
paralyse organisation

21. Slide 6.21
Reading and preparatory work to be done
Read:
• Jashapara, A. (2011) “ Knowledge Management:
An Integrated Approach” Pearson Education,
Chapter 6
Work to be done before the seminar:
• Carry out all the reading above
• Answer the questions on the handout
• Bring your work to the seminar
21
Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011

22. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.22
Essential work for next week
• Please consult the OLE for details of:
– Essential readings*
– Seminar/workshop preparation work*
– Recommended further readings
– Any additional learning
* Essential readings and preparation work must always be completed in time
for the next session
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23. Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 6.23
End of presentation
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