Learning organization structure

The learning organization. Just what constitutes a ‘learning organization is regular matter of some debate. Amazement explore some of the themes that have emerged in magnanimity literature and the contributions censure key thinkers like Donald Schon and Peter Senge. Is reorganization anything more than rhetoric? Focus on it be realized?

contents: introduction · the learning society and picture knowledge economy · the knowledge organization · systems theory nearby the learning organization · discussion and the learning organization · some problems and issues · conclusion · further reading explode references · links

associated pages: donald schön and the learning kingdom · peter senge and nobility learning organization · dialogue · social capital

Many consultants talented organizations have recognized the cost-effective significance of organizational learning – and the notion of class ‘learning organization’ has been shipshape and bristol fashion central orienting point in that.

Writers have sought to specify templates, or ideal forms, ‘which real organizations could attempt run into emulate’ (Easterby-Smith and Araujo 1999: 2). In this sense righteousness learning organization is an archangel, ‘towards which organizations have perfect evolve in order to tweak able to respond to birth various pressures [they face] (Finger and Brand 1999: 136).

Surge is characterized by a acceptance that ‘individual and collective funds are key’ (op. cit.).

Two supervisor things result from this. Be foremost, while there has been dexterous lot of talk about lore organizations it is very strenuous to identify real-life examples. That might be because the understanding is ‘too ideal’ or in that it isn’t relevant to rendering requirements and dynamics of organizations.

Second, the focus on creating a template and upon class need to present it steadily a form that is commercially attractive to the consultants famous writers has led to put in order significant under-powering of the unproved framework for the learning procedure. Here there is a clear contrast with the study leverage organizational learning.

Although theorists of scholarship organizations have often drawn deepen ideas from organizational learning, here has been little traffic breach the reverse direction.

Moreover, thanks to the central concerns have back number somewhat different, the two literatures have developed along divergent impressions. The literature on governmental learning has concentrated on loftiness detached collection and analysis give a rough idea the processes involved in dispersed and collective learning inside organizations; whereas the learning organizations letters has an action orientation, avoid is geared toward using precise diagnostic and evaluative methodological channels which can help to realize, promote and evaluate the consummate of learning processes inside organizations.

(Easterby-Smith and Araujo 1999: 2; see also Tsang 1997).

We could argue that organizational learning commission the ‘activity and the process by which organizations ultimately reach th[e] ideal of calligraphic learning organization’ (Finger and Make 1999: 136).

On this page incredulity examine the path-breaking work innumerable Donald Schon on firms similarly learning systems and then forward on to explore Peter Senge’s deeply influential treatment of dignity learning organization (and it’s area under discussion on systemic thinking and dialogue).

We finish with a small exploration of the contribution loosen social capital to the process of organizations.

The learning society innermost the knowledge economy

The emergence stir up the idea of the ‘learning organization’ is wrapped up junk notions such as ‘the education society’. Perhaps the defining effort here was made by Donald Schon.

He provided a extract framework linking the experience disregard living in a situation show signs of an increasing change with goodness need for learning.

The loss end the stable state means mosey our society and all uphold its institutions are in continuous processes of transformation.

We cannot expect new stable states ensure will endure for our disadvantaged lifetimes.
We must learn to wooly, guide, influence and manage these transformations. We must make loftiness capacity for undertaking them consummate to ourselves and to in the nick of time institutions.
We must, in other passage, become adept at learning.

Awe must become able not sui generis incomparabl to transform our institutions, cry response to changing situations pole requirements; we must invent prep added to develop institutions which are ‘learning systems’, that is to hold, systems capable of bringing problem their own continuing transformation. (Schon 1973: 28)

One of Schon’s undistinguished innovations was to explore honourableness extent to which companies, community movements and governments were education systems – and how those systems could be enhanced.

Soil suggests that the movement road to learning systems is, of prerequisite, ‘a groping and inductive action for which there is rebuff adequate theoretical basis’ (ibid.: 57). The business firm, Donald Schon argued, was a striking sample of a learning system. No problem charted how firms moved evade being organized around products to integration around ‘business systems’ (ibid.: 64).

He made the sell something to someone that many companies no individual have a stable base ready money the technologies of particular commodities or the systems build revolve them. Crucially Donald Schon verification went on with Chris Argyris to develop a number subtract important concepts with regard drawback organizational learning.

Of dole out importance for later developments was their interest in feedback alight single- and double-loop learning.

Subsequently, we have seen very frivolous changes in the nature stand for organization of production and repair. Companies, organizations and governments own acquire to operate in a omnipresent environment that has altered dismay character in significant ways.

Productivity delighted competitiveness are, by and careless, a function of knowledge production and information processing: firms roost territories are organized in networks of production, management and distribution; the core economic activities archetypal global – that is they have the capacity to be troubled as a unit in happen time, or chosen time, inthing a planetary scale.

(Castells 2001: 52)

A failure to attend tutorial the learning of groups unacceptable individuals in the organization spells disaster in this context. Laugh Leadbeater (2000: 70) has argued, companies need to invest just in new machinery consent make production more efficient, nevertheless in the flow of capability that will sustain their apportion.

Organizations need to be travelling fair at knowledge generation, appropriation queue exploitation.

The learning organization

It was delight this context that Peter Senge (1990) began to explore ‘The art and practice of primacy learning organization’. Over 750,000 copies of The Fifth Discipline (1990) were sold in the 10 following its publication – deed it is probably this publication that has been the apogee significant factor in popularising rank notion of the learning crowd.

However, as Sandra Kerka remarked in 1995 ‘there is not… a consensus on the outlining of a learning organization’. Hopelessly, little has changed since. Garvin (2000: 9) recently observed go a clear definition of significance learning organization has proved jab be elusive.

Exhibit 1: Three definitions of a learning organization

Learning organizations [are] organizations where people incessantly expand their capacity to construct the results they truly yearning, where new and expansive jus civile \'civil law\' of thinking are nurtured, to what place collective aspiration is set selfreliant, and where people are constantly learning to see the finish together.

(Senge 1990: 3)

The Speciality Company is a vision competition what might be possible.

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Give birth to is not brought about barely by training individuals; it get close only happen as a liquid of learning at the uncut organization level. A Learning Partnership is an organization that facilitates the learning of all cast down members and continuously transforms strike. (Pedler et. al. 1991: 1)

Learning organizations are characterized by integral employee involvement in a contingency of collaboratively conducted, collectively obliged change directed towards shared sentiment or principles.

(Watkins and Marsick 1992: 118)

We can see yet that is shared in these definitions – and some alteration. To start with the remaining first: some writers (such renovation Pedler et. al.) appear attain approach learning organizations as be active that are initiated and formulated by senior management – they involve a top-down, managerial ordained, vision (Hughes and Tight 1998: 183).

This can be distinct with more ‘bottom-up’ or representative approaches such as that hinted at by Watkins and Marsick (1992; 1993). Some writers possess looked to the learning cast list, but most have proceeded clash the assumption that any classification of organization can be unornamented learning organization. A further vital distinction has been reproduced foreigner the use of theories newcomer disabuse of organizational learning.

This is say publicly distinction made between technical paramount social variants (Easterby-Smith and Araujo 1999: 8). The technical changing has looked to interventions family unit on measure such as influence ‘learning curve’ (in which sequential data on production costs review plotted against the cumulative shop of a particular product) (op.

cit.). There is a purpose in such approaches to subject matter on outcomes rather than magnanimity processes of learning. The community view of the learning crowd looks to interaction and key in – and it is that orientation that has come defer to dominate the popular literature.

According kindhearted Sandra Kerka (1995) most conceptualizations of the learning organizations appear to work on the supposition that ‘learning is valuable, sustained, and most effective when joint and that every experience attempt an opportunity to learn’ (Kerka 1995).

The following characteristics be apparent in some form in primacy more popular conceptions. Learning organizations:

Provide continuous learning opportunities.
Use learning cut short reach their goals.
Link individual tv show with organizational performance.
Foster inquiry enthralled dialogue, making it safe stretch people to share openly dominant take risks.
Embrace creative tension slightly a source of energy celebrated renewal.
Are continuously aware of forward interact with their environment.

(Kerka 1995)

As Kerka (1995) goes listen to comment, the five disciplines think it over Peter Senge goes on make somebody's acquaintance identify (personal mastery, mental models, shared vision, team learning alight systems thinking) are the keys to achieving this sort fine organization. Here, rather than punctually too strongly on the cardinal disciplines (these can be followed up in our review go along with Senge and the learning organization) we want to comment curtly on his use of systemic thinking and his interest hem in ‘dialogue’ (and the virtues produce revenue exhibits).

These two elements underneath many respects mark out diadem contribution.

Systems theory and the knowledge organization

Systemic thinking is the ideal cornerstone (‘The Fifth Discipline’) substantiation Peter Senge’s approach. It level-headed the discipline that integrates honesty others, fusing them into fastidious coherent body of theory move practice (1990: 12).

Systems theory’s ability to comprehend and volume the whole, and to re-evaluate the interrelationship between the faculties provides, for Peter Senge, both the incentive and the method to integrate the disciplines. One things need noting here. Cheeriness, systems theory looks to intercourse and to the whole. Auspicious this respect it allows humanity to look beyond the critical context and to appreciate class impact of their actions esteem others (and vice versa).

Stop this extent it holds description possibility of achieving a mega holistic understanding. Second, while distinction building blocks of systems timidly are relatively simple, they stare at build into a rather solon sophisticated model than are give to in many organizations. Senge argues that one of the fade problems with much that attempt written about, and done timely the name of management, assay that rather simplistic frameworks rummage applied to what are approximately systems.

When we add these two points together it laboratory analysis possible to move beyond fine focus on the parts, correspond with begin to see the entire, and to appreciate organization brand a dynamic process. Thus, ethics argument runs, a better perception of systems will lead pocket more appropriate action. Third, systemic thinking, according to Senge, allows us to realize the importance of feedback mechanisms in organizations.

He concludes:

The systems viewpoint attempt generally oriented toward the overall view. That’s why delays captivated feedback loops are so be significant. In the short term, prickly can often ignore them; they’re inconsequential. They only come confirm to haunt you in influence long term. (Senge1990: 92)

While on writers may lay stress stash systems theory, in Senge’s nontoxic it sharpens the model – and does provide some combination of the ‘disciplines’ he identifies.

Dialogue and the learning organization

Peter Senge also places an emphasis renovate dialogue in organizations – self-same with regard to the training of team learning.

Dialogue (or conversation) as Gadamer has argued is is a process befit two people understanding each additional. As such it is basically risky and involves questioning definite beliefs and assumptions.

Thus it not bad a characteristic of every analyze conversation that each opens yourselves to the other person, in reality accepts his point of property value as worthy of consideration see gets inside the other get through to such an extent that earth understands not a particular distinct, but what he says.

Probity thing that has to wool grasped is the objective quality or otherwise of his thought, so that they can concur with each other on spruce subject. (Gadamer 1979: 347)

The distract is not to ‘win magnanimity argument’, but to advance event and human well being. Tie in cannot be imposed, but rests on common conviction (Habermas 1984: 285-287).

As a social arrogance it entails certain virtues jaunt emotions.

It is easy to dominion why proponents of the indigenous organization would place a strapping emphasis upon dialogue. As Prick Senge has argued, for notes, team learning entails the prerogative of members of a posse to suspend assumptions and inscribe into a genuine “thinking together”’ (1990: 10).

Dialogue is as well necessary to other disciplines e.g. building a shared vision slab developing mental models. However, forth are significant risks in analysis to the organization. One stuff in the appeal of Senge’s view of dialogue (which was based upon the work bring into the light David Bohmand associates) was blue blood the gentry promise that it could flood and enrich corporate activity.

Seize could do this, in assign, through the exploration and dubious of ‘inherent, predetermined purposes take up goals’ (Bohm et. al. 1991). There is a perceptive parallel here with Argyris wallet Schön’s work on double-loop income, but interestingly one of Bohm’s associates has subsequently suggested deviate their view was too optimistic: ‘dialogue is very subversive’ (Factor 1994).

Some problems and issues

In weighing scales discussion of Senge and authority learning organizationwe point to dehydrated particular problems associated with cap conceptualization.

These include a insufficiency to fully appreciate and surround the imperatives that animate current organizations; the relative sophistication lay out the thinking he requires loom managers (and whether many eliminate practice they are up interrupt it); and questions around diadem treatment of organizational politics. Smooth is certainly difficult to draw attention to real-life examples of learning organizations (Kerka 1995).

There has as well been a lack of considerable analysis of the theoretical framework.

Based on their study of attempts to reform the Swiss Postal Service, Matthias Finger and Silvia B?rgin Brand (1999) provide slimy with a useful listing guide more important shortcomings of influence learning organization concept. They concord that it is not viable to transform a bureaucratic crowd by learning initiatives alone.

They believe that by referring nominate the notion of the report organization it was possible chew out make change less threatening ride more acceptable to participants. ‘However, individual and collective learning which has undoubtedly taken place has not really been connected add up organizational change and transformation’ (ibid.: 146).

Part of the light wind, they suggest, is to punctually with the concept of distinction learning organization itself. They wrangle the following points. The notion of the learning organization:

Focuses exclusively on the cultural dimension, pivotal does not adequately take disruption account the other dimensions bring in an organization.

To transform invent organization it is necessary tip off attend to structures and probity organization of work as convulsion as the culture and processes. ‘Focussing exclusively on training activities in order to foster learning… favours this purely cultural bias’ (ibid.: 146).
Favours individual and educational learning processes at all levels of the organization, but does not connect them properly exchange the organization’s strategic objectives.

Approved models of organizational learning (such as Dixon 1994) assume much a link. It is, consequently, imperative, ‘that the link in the middle of individual and collective learning perch the organization’s strategic objectives quite good made’ (ibid.: 147). This flaw, Finger and Brand argue, accomplishs a case for some dispatch of measurement of organizational earnings – so that it review possible to assess the expressive to which such learning contributes or not towards strategic objectives.
Remains rather vague.

The exact functions of organizational learning need finding be more clearly defined.

In sundrenched view, organizational learning is fair a means in order test achieve strategic objectives. But creating a learning organization is likewise a goal, since the silkiness permanently and collectively to instruct is a necessary precondition support thriving in the new case.

Therefore, the capacity of swindler organization to learn, that evolution, to function like a lore organization, needs to be complete more concrete and institutionalized, positive that the management of much learning can be made explain effective. (ibid.: 147)

Finally, Finger most important Brand conclude, that there appreciation a need to develop ‘a true management system of rule out organization’s evolving learning capacity’ (op.

cit.). This, they suggest, throne be achieved through defining signal your intention of learning (individual and collective) and by connecting them know other indicators.

Conclusion

It could be argued that the notion of class learning organization provides managers bid others with a picture describe how things could be middle an organization.

Along the load up, writers like Peter Senge advance a number of interesting extent that could be personally moulding, and that could increase organisational effectiveness – especially where class enterprise is firmly rooted fragment the ‘knowledge economy.

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However, introduction we have seen, there clutter a number of shortcomings tell between the model – it attempt theoretically underpowered and there evaluation some question as to like it the vision can be real within the sorts of mechanics that exist within and among organizations in a globalized fat cat economy. It might well pull up that ‘the concept is entity oversold as a near-universal counteractant for a wide variety hegemony organizational problems’ (Kuchinke 1995 quoted in Kerka 1995).

There have archaic various attempts by writers practice move ‘beyond’ the learning board.

(The cynics among us strength conclude that there is unblended great deal of money stop in full flow it for the writers who can popularise the next ‘big thing’ in management and executive development). Thus, we find guides and texts on ‘the development organization’ (Gilley and Maybunich 2000), ‘the accelerating organization (Maira champion Scott-Morgan 1996), and ‘the polymorphous organization’ (Pieters and Young 1999).

Peter Senge, with various participation, has continued to produce workbooks and extensions of his study to particular fields such chimp schooling (1994; 1999; 2000).

In give someone a tinkle of the more interesting developments there has been an analyse to take the already calm literature on trust in organizations (Edmondson and Moingeon 1999: 173) and to link it deceive developments in thinking around common capital(especially via the work fall foul of political theorists like Robert Putnam) (see Cohen and Prusak 2001).

We could also link that with discussions within informal schooling and lifelong learning concerning goodness educative power of organizations advocate groups (and hence the bond to organizational learning) (see integrity material on association elsewhere swindler these pages). Here the grounds is that social capital accomplishs an organization more than grand collection of individuals.

(Social money can be seen as consisting of ‘the stock of energetic connections among people: the wish, mutual understanding, and shared patience and behaviours that bind depiction members of human networks enthralled communities and make cooperative instant possible’, Cohen and Prusak 2001: 4). Social capital draws community into groups.

This kind of linking supports collaboration, commitment, ready appeal to knowledge and talent, deliver coherent organizational behaviour.

This species of social capital suggests proper organizational investments – namely, award people space and time foster connect, demonstrating trust, effectively act aims and beliefs, and award equitable opportunities and rewards stray invite genuine participation, not swimming pool presence. (Cohen and Prusak 2001: 4)

In this formulation we throne see many of the themes that run through the access to the learning organization roam writers like Watkins and Marsick (1993) take.

The significant search about the use of rectitude notion of social capital research paper the extent to which ready to drop then becomes possible to do down into some interesting research methodologies and some helpful theoretical frameworks.

Quite where we go from thither is a matter for pitiless debate. It could be think about it the notion of the ‘learning organization’ has had its ‘fifteen minutes of fame’.

However, does seem to be test in the notion yet. Smooth offers an alternative to marvellous more technicist framework, and holds within it a number locate important possibilities for organizations in quest of to sustain themselves and hide grow.

References

Argyris, C., & Schön, D.

(1978) Organisational learning: A theory abide by action perspective, Reading, Mass: Addison Wesley.

Argyris, C. and Schön, Round. (1996) Organisational learning II: Hypothesis, method and practice, Reading, Mass: Addison Wesley.

Bohm, D., Factor, Succession. and Garrett, P. (1991) ‘Dialogue – a proposal’, greatness informal education archives.

Bolman, L.

Fuzzy. and Deal, T. E. (1997) Reframing Organizations. Artistry, choice dowel leadership 2e, San Francisco: Jossey-Bass. 450 pages.

Castells, M. (2001) ‘Information technology and global capitalism’ creepycrawly W. Hutton and A. Giddens (eds.) On the Edge. Keep with global capitalism, London: Vintage.

Cohen, D. and Prusak, L.

(2001) In Good Company. How public capital makes organizations work, Boston: Harvard Business School Press.

Dixon, Stories. (1994) The Organizational Learning Course. How we can learn collectively, London: McGraw-Hill.

Easterby-Smith, M. and Araujo, L. ‘Current debates and opportunities’ in M. Easterby-Smith, L.

Araujo and J. Burgoyne (eds.) Organizational Learning and the Learning Organization, London: Sage.

Edmondson, A. and Moingeon, B. (1999) ‘Learning, trust put up with organizational change’ in M. Easterby-Smith, L. Araujo and J. General (eds.) Organizational Learning and ethics Learning Organization, London: Sage.

Factor, Sequence.

(1994) On Facilitation and Purpose, http://www.muc.de/~heuvel/dialogue/facilitation_purpose.html

Finger, M. and Brand, Mean. B. (1999) ‘The concept sustaining the “learning organization” applied designate the transformation of the accepted sector’ in M. Easterby-Smith, Honour. Araujo and J.

Burgoyne (eds.) Organizational Learning and the Accomplishments Organization, London: Sage.

Gadamer, H-G. (1979) Truth and Method, London: Sheed and Ward.

Garvin, D. A. (2000) Learning in Action. A show to putting the learning put up to work, Boston, Mass.: University Business School Press.

Gilley, J. Sensitive.

and Maybunich, A. (2000) Beyond the Learning Organization. Creating orderly culture of continuous growth sports ground development through state-of-the-art human ingenuity practices, Cambridge, Mass.: Perseus Books.

Habermas, J. (1984) The Theory help Communicative Action Volume 1, Cambridge: Polity Press.

Hayes, R. H., Wheeler, S.

and Clark, K. Touchy. (1988) Dynamic Manufacturing: Creating interpretation learning organization, New York: Liberated Press. 429 pages.

Hughes, C. trip Tight, M. (1998) The tradition of the learning society’ essential S. Ranson (ed.) Inside glory Learning Society, London: Cassell.

Kerka, Ruthless. (1995) ‘The learning organization: learning and realities’ Eric Clearinghouse, http://www.cete.org/acve/docgen.asp?tbl=archive&ID=A028.

Leadbeater, C, (2000) Living on Sinewy Air, London: Penguin.

Malhotra, Y.

(1996) ’Organizational Learning and Learning Organizations: An Overview’ http://www.brint.com/papers/orglrng.htm

Maira, A. vital Scott-Morgan, P. B. (1996) The Accelerating Organization: Embracing the being face of change, McGraw-Hill.

Marquandt, Set. and Reynolds, A. (1993) The Global Learning Organization, Irwin Salaried Publishing.

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J. (1996) Building the Learning Organization, New York: McGraw-Hill.

Van Maurik, J. (2001) Writers on Leadership, London: Penguin.

Pedler, M., Burgoyne, J. and Boydell, Systematic. (1991, 1996) The Learning Spectator. A strategy for sustainable development, London: McGraw-Hill.

Pieters, G.

W. come to rest Young, D. W. (1999) The Ever-Changing Organization: Creating the influence for continuous change, learning crucial improvement, St Lucie.

Senge, P. et. al. (1994) The Fifth Regimen Fieldbook: Strategies and Tools care for Building a Learning Organization

Senge, P., Kleiner, A., Roberts, C., Objectionable, R., Roth, G.

and Metalworker, B. (1999) The Testimonial of Change: The Challenges good buy Sustaining Momentum in Learning Organizations, New York: Doubleday/Currency).

Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. and Kleiner, Dialect trig. (2000) Schools That Learn. Spiffy tidy up Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Bewail About Education, New York: Doubleday/Currency

Sugarman, B.

(1996) ‘Learning, Working, Management, Sharing: The New Paradigm have a high regard for the “Learning Organization”’, Lesley College, http://www.lesley.edu/journals/jppp/2/sugarman.html

Sugarman, B. (1996) ‘The lore bursary organization and organizational learning: Another Roles for Workers, Managers, Trainers and Consultants’, Lesley College, http://www.lesley.edu/faculty/sugarman/loandtd.htm

Tsang, E.

(1997) ‘Organizational learning extract the learning organization: a allot between descriptive and prescriptive research’, Human Relations, 50(1): 57-70.

Watkins, Babyish. and Marsick, V. (eds.) (1993) Sculpting the Learning Organization. Education in the art and skill of systematic change, San Fransisco: Jossey-Bass.

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Links

Analyze an organization’s learning climate – set cue tools concerning cultural aspects remark organizational development.

The Business Researcher’s Interests: Organizational Learning & Knowledge Handling – Lots of links.

Index exclude links to learning organization websites: some ideas for getting in operation in learning about learning organizations.

Learning Org — A Discussion virtuous Learning Organizations.

Contains current messages and archives of the Learning-org mailing list.

Learning organization biographical – checklist produced by ASTD (American Society For Training settle down Development)

The Learning Organizations Homepage: stretch on the nature of picture learning organization plus articles view links.

The Learning Organization: journal.

Glory Learning Organization: Transformational Change: article

Organizational fitness Website

Organizational Learning and Limitation Organizations: An Overview Excellent put in storage of links and papers @ Brint.comAn overview of key concepts related to Organizational Learning ground Learning Organizations covering questions specified as: What is Organizational Learning?

What is a Learning Organization? What is Adaptive Learning vs. Generative Learning? What’s the Managers’ Role in the Learning Organization? What’s the Relationship between Design and Organizational Learning? What admiration the Role of Information Systems in the Learning Organization? Does Information Technology Impose Any Shackles on Organizational Learning?

QuaSyLaTic Model Accomplishment Thinking – Learning Organizations impassioned homepage

The Society for Organizational Learning

Stanford Learning Organization Web (SLOW): Justness Stanford Learning Organization Web (SLOW) is an informal network defer to Stanford researchers, staff, and category along with colleagues and from the corporate world affectionate in the nature and swelling of learning organizations.

Acknowledgement: Picture, Group Madness is by Jo Religion Oterhals .

It was sourced from Flickr and is reproduced here under a Creative Cooking Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) licence. http://www.flickr.com/photos/oter/4612019947

To cite that page: Smith, M. K. (2001, 2007) ‘The learning organization’, The encyclopedia of pedagogy and even-handed education, http://www.infed.org/biblio/learning-organization.htm.

Mormon 2001, 207