The learning organization as paradox: Being for the learning organization also means being against it

Abstract

Purpose

This paper aims to describe and discuss the idea of the learning organisation as a paradox and to explore the implications of this idea for improving the longevity and influence of the learning organisation concept.

Design/methodology/approach

The paper presents qualitative data drawn from MBA students’ involvement in learning about leadership. Participants’ written reflections on the “Temporary Learning Organisation (TLO) Exercise” are used to illustrate paradoxical tensions emerging from their attempts to lead the emergence of a learning organisation.

Findings

Three inter-connected paradoxical tensions are identified: inhibited freedom, detached engagement and ambivalent enthusiasm. These can help to explain how processes and practices that encourage learning in organisations are inseparable from those that undermine the effort to learn.

Originality/value

The paper presents a novel way of looking at the debate between the learning organisation as a positive ideal, and the learning organisation as negative ideology. A paradox viewpoint is focused on sustaining tensions because they generate possibilities. There is much to be learned from the interplay between the desire to create ongoing learning opportunities and conscious and unconscious efforts to avoid and undermine them.

Citation

Vince, R. (2018), "The learning organization as paradox: Being for the learning organization also means being against it", The Learning Organization, Vol. 25 No. 4, pp. 273-280. https://doi.org/10.1108/TLO-08-2017-0083