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 1903
... learning and change The changing nature of work Defining organizational learning A theoretical framework of individual learning The difference that makes a difference Interpreting and organizing data Learning and truth Development of ...
... learning and change The changing nature of work Defining organizational learning A theoretical framework of individual learning The difference that makes a difference Interpreting and organizing data Learning and truth Development of ...
Page 1912
... learning well enough to assist organizations in developing in ways that do service to and are interrelated with the ... individual. Ashuman beings we are continually influenced and shaped by the world in which we function. We each have ...
... learning well enough to assist organizations in developing in ways that do service to and are interrelated with the ... individual. Ashuman beings we are continually influenced and shaped by the world in which we function. We each have ...
Page 1914
... individuals, who have been enabled to develop more inclusive, integrated anddifferentiated perspectives. Likewise ... individual development. That larger system includes the community, nation and environment. Bellah et al. (1985) note ...
... individuals, who have been enabled to develop more inclusive, integrated anddifferentiated perspectives. Likewise ... individual development. That larger system includes the community, nation and environment. Bellah et al. (1985) note ...
Page 1917
... Learning is the most magnificent gift we have as human beings . It is a gift we have customarily thought of as an individual capability . Framing learning in that way , we have used our minds to do great things create glorious music and ...
... Learning is the most magnificent gift we have as human beings . It is a gift we have customarily thought of as an individual capability . Framing learning in that way , we have used our minds to do great things create glorious music and ...
Page 1918
... learning. At the micro level the research on learning demonstrates its potency. At the macro level we have the hopeful ... individual learning. In much of the literature they are treated as two separate phenomena, related only by analogy ...
... learning. At the micro level the research on learning demonstrates its potency. At the macro level we have the hopeful ... individual learning. In much of the literature they are treated as two separate phenomena, related only by analogy ...
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