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 1911
... example, concerned ourselves with the development of individuals only to the extent that development will make the organization more productive. We have focused on the larger system only to the extent that we are required to legally or ...
... example, concerned ourselves with the development of individuals only to the extent that development will make the organization more productive. We have focused on the larger system only to the extent that we are required to legally or ...
Page 1913
... examples of our developmental distress are numerousand familiar. All of us in organizations find ourselves taking actions which we know will not work, while pretending that we are making a good faith effort. We play games with budgets ...
... examples of our developmental distress are numerousand familiar. All of us in organizations find ourselves taking actions which we know will not work, while pretending that we are making a good faith effort. We play games with budgets ...
Page 1915
... example , knowingly sell products that are harmful to other human beings , or act in ways that damage the environment . Many of our organizations buy companies only to break them up and sell off the parts . Many do not pay a fair share ...
... example , knowingly sell products that are harmful to other human beings , or act in ways that damage the environment . Many of our organizations buy companies only to break them up and sell off the parts . Many do not pay a fair share ...
Page 1920
How We Can Learn Collectively Nancy M. Dixon. examples of technological and face-to-face processes that facilitate the growth and sharing of knowledge within an organization. Chapter 7 is about the use of measurement in organizations ...
How We Can Learn Collectively Nancy M. Dixon. examples of technological and face-to-face processes that facilitate the growth and sharing of knowledge within an organization. Chapter 7 is about the use of measurement in organizations ...
Page 1923
... example , when we want to ' learn about ' quality we study the processes that someone far more knowledgeable than ourselves , such as Deming , Juran or Crosby , has devised . If we want to ' learn ' how to lead , we turn to Bennis ...
... example , when we want to ' learn about ' quality we study the processes that someone far more knowledgeable than ourselves , such as Deming , Juran or Crosby , has devised . If we want to ' learn ' how to lead , we turn to Bennis ...
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