Why Learning Organisations Do Not Transform

Autor/inn/en	Blackman, Deborah; Henderson, Steven
Titel	Why Learning Organisations Do Not Transform
Quelle	In: Learning Organization, 12 (2005) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/09696470510574250
Schlagwörter	Organizations (Groups); Learning Processes; Transformative Learning; Organizational Change; Organizational Development; Models; Case Studies; Classification; Questionnaires + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Pädagogische Transformation; Organisationswandel; Organisationsentwicklung; Analogiemodell; Case study; Fallstudie; Case Study; Classification system; Klassifikation; Klassifikationssystem; Fragebogen
Abstract	Purpose: In this paper it is held that a transformational learning organisation could be clearly distinguished from non-learning organisations. This paper seeks to establish whether or not this is actually the case. Design/methodology/approach: Case studies were developed for two organisations considering themselves to be learning organisations (Company 2 and Company 4) and two that did not (Company 1 and Company 3). To establish the balance of the learning behaviours within the firms according to Shivistrava's typology, a questionnaire was used to elicit information about learning behaviours and activities, and general understanding about what such terms as knowledge, information and learning meant to individuals within the firms. Findings: The results of applying the Shrivastava model showed that most knowledge is action-oriented and incrementally developed, in that it is developed in order to achieve a certain goal. Certain events will lead to a perceived need for certain behaviours and the organisational procedures and policies will encourage actions. Originality/value: Shrivastava's typology outlines four perspectives of organisational learning: adaptation, developing knowledge of action-outcome relationships, assumption sharing, and institutionalised experience. These definitions imply that they will reflect different knowledge bases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10