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 1904
... Integrating new/local information into the organizational context Step 3 - Collectively interpreting the information Organizational dialogue Changing tacit organizational assumptions 6 Step 4 - Authority to take responsible action based.
... Integrating new/local information into the organizational context Step 3 - Collectively interpreting the information Organizational dialogue Changing tacit organizational assumptions 6 Step 4 - Authority to take responsible action based.
Page 1907
... Integration of new information into Sharon's long-term memory 2.6 Revised map of Sharon's long-term memory 2.7 Relationship between knowledge and action 2.8 Kolb's experiential learning cycle 3.1 Three types of meaning structure 3.2 ...
... Integration of new information into Sharon's long-term memory 2.6 Revised map of Sharon's long-term memory 2.7 Relationship between knowledge and action 2.8 Kolb's experiential learning cycle 3.1 Three types of meaning structure 3.2 ...
Page 1912
... integrated perspective' (Mezirow, 1991, p. 155). But we also have the possibility of becoming increasingly closed, disillusioned, and fragmented. To develop, that is, to change in the direction of our potential, we must function within ...
... integrated perspective' (Mezirow, 1991, p. 155). But we also have the possibility of becoming increasingly closed, disillusioned, and fragmented. To develop, that is, to change in the direction of our potential, we must function within ...
Page 1913
... integrated while denying meaningful parts of who they are; unlikely that they will become more permeable (open) while daily hiding what they are doing. As adults we spend most of our lives in organizations, certainly most of our waking ...
... integrated while denying meaningful parts of who they are; unlikely that they will become more permeable (open) while daily hiding what they are doing. As adults we spend most of our lives in organizations, certainly most of our waking ...
Page 1914
... integrated anddifferentiated perspectives. Likewise, if we want individuals to develop in these ways, we will have to construct organizations that foster that development. One begets the other. The lack of focus on the development of ...
... integrated anddifferentiated perspectives. Likewise, if we want individuals to develop in these ways, we will have to construct organizations that foster that development. One begets the other. The lack of focus on the development of ...
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