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
Results 1-5 of 55
Page 1910
... occur accidentally, organizations cannot afford to rely on learning through chance. 4 As a collective we are capable of learning our way to the answers we need to address our difficult problems. It is ourselves we must rely on for these ...
... occur accidentally, organizations cannot afford to rely on learning through chance. 4 As a collective we are capable of learning our way to the answers we need to address our difficult problems. It is ourselves we must rely on for these ...
Page 1919
... occur? Does an organization have a mind with which it learns? Is organizational learning simply a heuristic or is it an accurate description of a social system? I start from the position that organizational learning is an extrapolation ...
... occur? Does an organization have a mind with which it learns? Is organizational learning simply a heuristic or is it an accurate description of a social system? I start from the position that organizational learning is an extrapolation ...
Page 1924
... occurs in a context of work and praxis, and results from intentional effort. The. relationship. between. learning. and. change. A formula borrowed from ecology states that in order for The relationship between learning and change.
... occurs in a context of work and praxis, and results from intentional effort. The. relationship. between. learning. and. change. A formula borrowed from ecology states that in order for The relationship between learning and change.
Page 1926
... occur without being preceded by learning . A hurricane , a hostile takeover or new government regulations can all necessitate organizational change . When such change occurs it is followed by organizational learning , even when it was ...
... occur without being preceded by learning . A hurricane , a hostile takeover or new government regulations can all necessitate organizational change . When such change occurs it is followed by organizational learning , even when it was ...
Page 1928
... occurs either before one enters the workplace or in remote classroom settings. Nor is it an activity preserved for a managerial group. The behaviors that define learning and the behaviors that define being productive are one and the ...
... occurs either before one enters the workplace or in remote classroom settings. Nor is it an activity preserved for a managerial group. The behaviors that define learning and the behaviors that define being productive are one and the ...
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