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Development of high performance organizational learning units

Thomas Robinson (Engineering Management Department, School of Engineering and Technology, Old Dominion University, Norfolk, VA)
Barry Clemson (Engineering Management Department, School of Engineering and Technology, Old Dominion University, Norfolk, VA)
Charles Keating (Engineering Management Department, School of Engineering and Technology, Old Dominion University, Norfolk, VA)

The Learning Organization

ISSN: 0969-6474

Article publication date: 1 December 1997

2782

Abstract

Establishes our perspective for shared organizational learning processes, cycles, and systems. These learning phenomena are usually tacit, i.e. the organization is only dimly aware of them. These tacit phenomena drive both decision and action and, because they are tacit, they are self‐organizing and are normally not analysed. In order to develop effective learning systems, the organization must explicitly articulate and design these learning processes, cycles, and systems. The “learning unit” is introduced as the essential element where learning development must focus for improved organizational performance. Begins to develop the implications of this perspective for organization theory, organizational practice, and the art of management. Organizational learning can drive organizational transformation if these phenomena are properly planned, designed, and facilitated.

Keywords

Citation

Robinson, T., Clemson, B. and Keating, C. (1997), "Development of high performance organizational learning units", The Learning Organization, Vol. 4 No. 5, pp. 228-234. https://doi.org/10.1108/09696479710186412

Publisher

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MCB UP Ltd

Copyright © 1997, MCB UP Limited

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