The Organizational Learning Cycle: How We Can Learn CollectivelyRoutledge, 2017 M07 5 - 264 pages The Organizational Learning Cycle was the first book to provide the theory that underpins organizational learning. Its sophisticated approach enabled readers to not only understand how, but more importantly why, organizations are able to learn. This new edition takes the original concepts and theories and shows how they might, and are, being put into action. With five new or completely revised chapters, Nancy Dixon describes the kind of infrastructure organizations need to put in place; there are examples of knowledge databases, whole systems in the room processes and after-action reviews originating from organizations that are making real progress with these ideas. A clearer relationship between organizational learning and more participative forms of organizational governance is drawn, along with responsibilities that employees need to take on to enable, and partake in, collective learning. With new case material from BP, the US Army, Ernst and Young, and the Bank of Montreal, for example, this book shows how you can make use of the collective reasoning, intelligence and knowledge of the organization and channel it into its ongoing and future development. |
From inside the book
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Page 1909
... able to distinguish my ideas from theirs : Reg Revans and Chris Argyris . Fifty years ago , Revans developed the original ideas of action learning . His fundamental belief that ' there is no learning without action and no responsible ...
... able to distinguish my ideas from theirs : Reg Revans and Chris Argyris . Fifty years ago , Revans developed the original ideas of action learning . His fundamental belief that ' there is no learning without action and no responsible ...
Page 1914
... able to learn and transform themselves, then these organizations will have to be comprised of subsystems, individuals, who have been enabled to develop more inclusive, integrated anddifferentiated perspectives. Likewise, if we want ...
... able to learn and transform themselves, then these organizations will have to be comprised of subsystems, individuals, who have been enabled to develop more inclusive, integrated anddifferentiated perspectives. Likewise, if we want ...
Page 1917
... able to use that understanding to increase our ability to learn at the national and societal level . Learning is the most magnificent gift we have as human beings . It is a gift we have customarily thought of as an individual capability ...
... able to use that understanding to increase our ability to learn at the national and societal level . Learning is the most magnificent gift we have as human beings . It is a gift we have customarily thought of as an individual capability ...
Page 1921
... able to make use of the ideas in that book has been very gratifying. In this business of writing, it seems you spend an eternity just getting the words down on paper, followed by a very long delay while the publisher and printer 'do ...
... able to make use of the ideas in that book has been very gratifying. In this business of writing, it seems you spend an eternity just getting the words down on paper, followed by a very long delay while the publisher and printer 'do ...
Page 1930
... able to correct our mistakes as we go along ? ' or ' How might we go about understanding this better ? ' In the definition provided above , and indeed throughout the book , I am using the term in the latter sense rather than the former ...
... able to correct our mistakes as we go along ? ' or ' How might we go about understanding this better ? ' In the definition provided above , and indeed throughout the book , I am using the term in the latter sense rather than the former ...
Other editions - View all
The Organizational Learning Cycle: How We Can Learn Collectively Nancy M. Dixon Limited preview - 2017 |
The Organizational Learning Cycle: How We Can Learn Collectively Nancy M. Dixon Limited preview - 1999 |
Common terms and phrases
able Action Learning activity answers Appreciative Inquiry Argyris assumptions behaviour causal relationship cent challenge Chaparral Steel Chapter cognitive map collective interpretation collective learning collective meaning structures constructed create critical cross-functional teams culture customers database decision designed employees environment example existing meaning structures experience facilitate Figure function goal hallways human ideas identified implement improve individual learning inferences infrastructure to support integrated interaction involved issues Johnsonville Foods knowledge long-term memory management development programmes measures meetings occur Open Space Technology organization organization’s organizational context organizational dialogue organizational learning cycle organizational members outcomes participants performance perspective problems processing space quadrant Revans role sense shared Sharon’s smallpox Stayer step strategy suggested support system-level dialogue Syntegrity tacit meaning structures talk task Team Syntegrity term theory understanding units vaccination World Health Organization