- Copyright Page
- List of Figures
- List of Tables
- List of Contributors
- Background and Introduction
- The Topicality of the Learning Organization: is the Concept Still Relevant Today?
- Senge’s Learning Organization: Development of the Learning Organization Model
- Conceptualizing an Organization That Learns
- Garvin’s Learning Organization: A Process Perspective on Learning for Implementation, Improvement, and Innovation
- Learning Company: The Learning Organization According to Pedler, Burgoyne, and Boydell
- Building Learning Organizations With Action Learning
- Personal Paradoxes in Learning to Design “the Learning Organization”
- On Definitions of the Learning Organization: Toward a New Definition of Learning Organization
- Learning in the Learning Organization: COncepts and Antecedents
- Ambidextrous Learning Organizations
- How the Learning Organization Learns and its Culture Coevolves
- A Mighty Step: Critical Systemic Interpretation of the Learning Organization
- From Learning Organizations to Learning Cultures and More: Evolutions in Theory, Changes in Practice, Continuity of Purpose
- Stakeholders and the Learning Organization
- What is Needed to Create Gender Inclusive Learning Organizations?
- Interventions to Create a Learning Organization
- Glimpses of Organizations in the Act of Learning
- Pegasus or Clever White Horse? In Pursuit of Real Learning Organizations
- The Learning Organization Survey: Validation of an Instrument to Augment Research on Organizational Learning
- Measurement of the Learning Organization Construct: A Critical Perspective and Future Directions for Research
- Learning Organization and Organizational Performance
- How Best to Study the Learning Organization
- The Potential to Nurture Small Businesses to Learning Organization Form
- Contextualizing the Learning Organization: Towards Differentiated Standards
- Becoming a Learning Organization: A Process-Philosophical Perspective
- The Learning Organization as a Practice of Becoming Human
- The Empire Strikes Back: How Learning Organization Scholars Can Learn From The Critiques
- An Antenarrative Amendment to the Learning Organization: Theories to Avert the Sixth Extinction
- The Learning Organization: Critical Analysis and Future Directions
- The Future of the Learning Organization
- Suggestions for Future Research on the Learning Organization
- Name Index
- Subject Index
Abstract and Keywords
Learning is usually assumed to be an essentially cognitive activity. Consequently, the learning organization literature takes the process of learning to be about acquiring facts, processing information, formulating knowledge configurations, and internalizing rules, routines, and procedures. This way of understanding learning assumes that it is driven by prior intentions and pre-defined purposes. But not all organizational learning happens this way. This chapter adopts a process-philosophical approach to show the primacy and importance of non-cognitive and non-deliberate aspects of organizational learning. It argues that prior to conscious cognition, organizational members unconsciously acquire a substrate of generic capabilities through social immersion that crucially defines and circumscribes their capacity to learn. This non-cognitive form of learning comprises a collectively refined perceptual sensitivity to environmental affordances, and it is this tacit ability to perceive and respond to the unfolding contours of a dynamically evolving external environment that makes for a truly effective learning organization.
Robert Chia is Professor of International Management at the Graduate Business School, University of St Andrews. He holds a PhD in Organisation Studies and is a Fellow of the Royal Society of Arts. Prior to entering academia he worked in a senior management position for a large multinational corporation based in Singapore. He is the author/editor of several books and international journal articles ranging from topics such as process philosophy, the postmodern critique of representation, strategic foresight and leadership, entrepreneurship, management education, East-West mentalities, and the nature of performative action. He has consulted extensively with well-known international organisations and institutions such as the International Federation of Red Cross (Geneva), British Airways. BNFL. British Aerospace, Ciba-Geigy and Cathay Pacific Airlines and remains deeply committed to executive education.
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