Organizational Learning – Dynamic, Integrative: A Concept Returns, Older and Wiser

Abstract

Here is a new conceptual framework for organizational learning (OL) that applies to both planned reform and emergent change. It integrates strategic and operational, micro and macro perspectives. It has three parts: (a) a revised definition and typology of OL, (b) seven reform stories that define stages and tasks, (c) a management and assessment guide demarcating four areas of OL: (i) action learning within core operations; (ii) sharing learning and innovations across the organization; (iii) mission/s-beyond ambidexterity; (iv) integration-managing mission conflicts and other paradoxes, which ensure endogenous change. Dynamic capability is therefore intrinsic to this view of OL that is illustrated from two cases: NYPD and public school reforms.

Citation

Sugarman, B. (2012), "Organizational Learning – Dynamic, Integrative: A Concept Returns, Older and Wiser", (Rami) Shani, A.B., Pasmore, W.A. and Woodman, R.W. (Ed.) Research in Organizational Change and Development (Research in Organizational Change and Development, Vol. 20), Emerald Group Publishing Limited, Leeds, pp. 91-143. https://doi.org/10.1108/S0897-3016(2012)0000020007