Setting the stage for exploration
| DOI | https://doi.org/10.1108/03055720610667309 |
| Date | 01 January 2006 |
| Published date | 01 January 2006 |
| Pages | 7-11 |
| Author | Alex Bennet |
| Subject Matter | Information & knowledge management |
THE LEARNING ORGANIZATION
Setting the stage for exploration
Alex Bennet
Mountain Quest Institute, Marlinton, West Virginia, USA
Abstract
Purpose – The purpose of this article is to discuss the important distinctions between organizational
and individual learning.
Design/methodology/approach – Important distinctions between organizational and individual
learning are explored before presenting five elements of the learning organization.
Findings – Three underlying principles are provided as a launching point for future exploration: a
learning organization is a knowledge organization; a learning organization is more than the sum of
individual learning; and a learning organization is constantly changing and never at maximum
efficiency.
Originality/value – This paper discusses the important distinctions between organizational and
individual learning.
Keywords Learning organizations, Learning, Knowledge management
Paper type General review
A brief introduction to learning
It would be difficult to talk about learning without talking about knowledge, that
which is learned. Likewise, it would be impossible to talk about creating and sharing
knowledge without considering the hows and whys of learning. And neither learning
nor knowledge would mean anything separated from people – those who learn, those
who create, leverage and use knowledge. Knowledge is the human capacity (both
potential and actual) to take effective action in varied and uncertain situations (Bennet
and Bennet, 2004). Likewise, learning is considered to be the creation and acquisition of
potential and actual ability for people to take effective action, or in other words, the
creation of knowledge.
Learning has seen a resurgence in popularity, driven by the accelerating pace of
market changes, the internet, the opportunities offered by virtual learning, the
publication of books such as The Fifth Discipline (Senge, 1990), and the growing
recognition of the importance of knowledge in organizations. Verna Allee looks at the
ability to learn as a new core competency, the answer to a resurgence of the ancient
quest for knowledge. In terms of both organizations and individuals, the greater our
capacity for learning and building knowledge, the greater our likelihood of enjoying
continuing success (Allee, 1997).
Learning is a dynamic process that manifests itself in the continually changing
nature of organizations, exemplified by innovation, collaboration, and culture shifts –
especially during times of change, uncertainty, and external challenge. While the term
organizational learning is often used to refer to either group learning, it may refer to
individual learning within the organization, the entire organization learning as a
collective body, or anywhere in between. Building on our definition of learning,
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0305-5728.htm
Setting the
stage for
exploration
7
VINE: The journal of information and
knowledge management systems
Vol. 36 No. 1, 2006
pp. 7-11
qEmerald Group Publishing Limited
0305-5728
DOI 10.1108/03055720610667309
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