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 29
Page 1920
... talks about the need to change the way we develop managers if we want development programmes to be compatible with, indeed to support, organizational learning. This chapter may be of particular interest to human resource professionals ...
... talks about the need to change the way we develop managers if we want development programmes to be compatible with, indeed to support, organizational learning. This chapter may be of particular interest to human resource professionals ...
Page 1921
... talk with any clarity about different aspects of learning I have needed to use differing terms, otherwise the whole thing becomes a great muddle. It is necessary, for instance, to differentiate the act of learning from the results of ...
... talk with any clarity about different aspects of learning I have needed to use differing terms, otherwise the whole thing becomes a great muddle. It is necessary, for instance, to differentiate the act of learning from the results of ...
Page 1923
... talk about learning we are essentially talking about finding and comprehending someone else's answer. The premises of this conception of learning are Introduction.
... talk about learning we are essentially talking about finding and comprehending someone else's answer. The premises of this conception of learning are Introduction.
Page 1935
... we make meaning of it, and the configuration in which cognitive psychologists postulate that it is stored. I talk about some of the surprising foibles of the human mind – those that get A theoretical framework of individual learning.
... we make meaning of it, and the configuration in which cognitive psychologists postulate that it is stored. I talk about some of the surprising foibles of the human mind – those that get A theoretical framework of individual learning.
Page 1941
... a unique interpretation of the world is an obvious inhibitor to communication . When we talk together about some subject such as ' leadership ' your understanding may be based on such a different meaning structure from mine.
... a unique interpretation of the world is an obvious inhibitor to communication . When we talk together about some subject such as ' leadership ' your understanding may be based on such a different meaning structure from mine.
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