Development of high performance organizational learning units

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.

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