Learning organisation

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Back to Action fields - Organisational futuring

Description

What is the learning organisation?

Photo by Griet Nijs Antwerpen 2022 (1).jpg

The Learning Organisation can cause one major error: the Learning organisation becomes an end its own right, confusing an emergent property with a manageable cause.

Organisational learning is about how

  • organisations select and encode routines
  • organisation expands its repertoire of actions, and they focus on how knowledge is acquired and distributed
  • shared interpretations of reality can inhibit perceiving a need for change

When its members learn an organisation’s capability may be enhanced.

Thinking about the concept

A visual thesaurus search is always an excellent starting point to discuss a concept definition:

LEARNING
Thesaurus - ENG
Thesaurus - Synonyms, Antonyms, and Related Words (freethesaurus.com)

Relations of Learning organisation within Organisational futuring (and Corporate futuring)

EGM - Of - Learning organisation - 3D - ENG.jpg

There exists a close vertical relationship within Organisational futuring:

On the Other focus level, a close relationship exists with:

Corporate futuring and Organisational futuring intertwine, on the Other focus level, through:

In concrete terms, this means:

  • The trio - 'Collaboration', 'Learning organisation' and 'Requisite organisation' - is inextricably linked.
  • Your Learning organisation' contributes substantially to 'Process management', 'HR management' and 'Talent management'.
  • Furthermore, 'Learning organisation' is part of the Other focus level where 'Organisational-' and 'Corporate futuring' meet.

Questions we can ask ourselves when contemplating our Learning organisation

  • Support our 'Learning organisation', our 'Proces management', our 'Talent management' and our 'HR management'?
  • Is our 'Learning organisation' based on 'Collaboration'?
  • Is our 'Learning organisation' robust enough to generate a vialble 'Requisite organisation'?
  • Is our 'Learning organisation' keen enough to support 'Ethical decision making' and 'Performance'?
  • Is our Learning organisation a collider or a mediator between our 'Talent development' and our 'Process management'?