Why Learning Organisations do not Transform

Deborah Blackman, Steven Henderson

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

Purpose – In this paper it is held that a transformational learning organisation could be clearly distinguished from non-learning organisations. This paper seeks to establish whether or not this is actually the case. Design/methodology/approach – Case studies were developed for two organisations considering themselves to be learning organisations (Company 2 and Company 4) and two that did not (Company 1 and Company 3). To establish the balance of the learning behaviours within the firms according to Shivistrava’s typology, a questionnaire was used to elicit information about learning behaviours and activities, and general understanding about what such terms as knowledge, information and learning meant to individuals within the firms. Findings – The results of applying the Shrivastava model showed that most knowledge is action-oriented and incrementally developed, in that it is developed in order to achieve a certain goal. Certain events will lead to a perceived need for certain behaviours and the organisational procedures and policies will encourage actions. Originality/value – Shrivastava’s typology outlines four perspectives of organisational learning: adaptation, developing knowledge of action-outcome relationships, assumption sharing, and institutionalised experience. These definitions imply that they will reflect different knowledge bases
Original languageEnglish
Pages (from-to)42-56
Number of pages15
JournalLearning Organization
Volume12
Issue number1
DOIs
Publication statusPublished - 2005
Externally publishedYes

Fingerprint

learning organization
learning behavior
typology
firm
Learning organizations
questionnaire
event
methodology
learning
Values
experience
Learning behavior

Cite this

Blackman, Deborah ; Henderson, Steven. / Why Learning Organisations do not Transform. In: Learning Organization. 2005 ; Vol. 12, No. 1. pp. 42-56.
@article{080623a7342842f6987e89a850c149e5,
title = "Why Learning Organisations do not Transform",
abstract = "Purpose – In this paper it is held that a transformational learning organisation could be clearly distinguished from non-learning organisations. This paper seeks to establish whether or not this is actually the case. Design/methodology/approach – Case studies were developed for two organisations considering themselves to be learning organisations (Company 2 and Company 4) and two that did not (Company 1 and Company 3). To establish the balance of the learning behaviours within the firms according to Shivistrava’s typology, a questionnaire was used to elicit information about learning behaviours and activities, and general understanding about what such terms as knowledge, information and learning meant to individuals within the firms. Findings – The results of applying the Shrivastava model showed that most knowledge is action-oriented and incrementally developed, in that it is developed in order to achieve a certain goal. Certain events will lead to a perceived need for certain behaviours and the organisational procedures and policies will encourage actions. Originality/value – Shrivastava’s typology outlines four perspectives of organisational learning: adaptation, developing knowledge of action-outcome relationships, assumption sharing, and institutionalised experience. These definitions imply that they will reflect different knowledge bases",
author = "Deborah Blackman and Steven Henderson",
year = "2005",
doi = "10.1108/09696470510574250",
language = "English",
volume = "12",
pages = "42--56",
journal = "Learning Organization",
issn = "0969-6474",
publisher = "Emerald Group Publishing Ltd.",
number = "1",

}

Why Learning Organisations do not Transform. / Blackman, Deborah; Henderson, Steven.

In: Learning Organization, Vol. 12, No. 1, 2005, p. 42-56.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Why Learning Organisations do not Transform

AU - Blackman, Deborah

AU - Henderson, Steven

PY - 2005

Y1 - 2005

N2 - Purpose – In this paper it is held that a transformational learning organisation could be clearly distinguished from non-learning organisations. This paper seeks to establish whether or not this is actually the case. Design/methodology/approach – Case studies were developed for two organisations considering themselves to be learning organisations (Company 2 and Company 4) and two that did not (Company 1 and Company 3). To establish the balance of the learning behaviours within the firms according to Shivistrava’s typology, a questionnaire was used to elicit information about learning behaviours and activities, and general understanding about what such terms as knowledge, information and learning meant to individuals within the firms. Findings – The results of applying the Shrivastava model showed that most knowledge is action-oriented and incrementally developed, in that it is developed in order to achieve a certain goal. Certain events will lead to a perceived need for certain behaviours and the organisational procedures and policies will encourage actions. Originality/value – Shrivastava’s typology outlines four perspectives of organisational learning: adaptation, developing knowledge of action-outcome relationships, assumption sharing, and institutionalised experience. These definitions imply that they will reflect different knowledge bases

AB - Purpose – In this paper it is held that a transformational learning organisation could be clearly distinguished from non-learning organisations. This paper seeks to establish whether or not this is actually the case. Design/methodology/approach – Case studies were developed for two organisations considering themselves to be learning organisations (Company 2 and Company 4) and two that did not (Company 1 and Company 3). To establish the balance of the learning behaviours within the firms according to Shivistrava’s typology, a questionnaire was used to elicit information about learning behaviours and activities, and general understanding about what such terms as knowledge, information and learning meant to individuals within the firms. Findings – The results of applying the Shrivastava model showed that most knowledge is action-oriented and incrementally developed, in that it is developed in order to achieve a certain goal. Certain events will lead to a perceived need for certain behaviours and the organisational procedures and policies will encourage actions. Originality/value – Shrivastava’s typology outlines four perspectives of organisational learning: adaptation, developing knowledge of action-outcome relationships, assumption sharing, and institutionalised experience. These definitions imply that they will reflect different knowledge bases

U2 - 10.1108/09696470510574250

DO - 10.1108/09696470510574250

M3 - Article

VL - 12

SP - 42

EP - 56

JO - Learning Organization

JF - Learning Organization

SN - 0969-6474

IS - 1

ER -