UNDERSTANDING ORGANIZATIONAL LEARNING CAPABILITY

This paper presents data on how learning takes place in four organizat ions, what gets learned, and the factors and processes that facilitate or impede learning. Seven orientations for describing organizational learning capability and understanding learning styles are identified. Each of these orientations is conceived as a bi-polar continuum that r eflect learning processes. Knowledge source is defined as the extent t o which an organization prefers to develop new knowledge internally ve rsus the extent to which it is more likely to seek inspiration in idea s developed externally. Product-process focus refers to a preference f or the accumulation of knowledge related to product and service outcom es versus a preference to invest in knowledge about basic processes th at support products. Documentation mode refers to attitudes as to what constitutes knowledge and to the repositories of knowledge that are s upported. Dissemination mode pertains to the difference between establ ishing an atmosphere in which learning evolves and one in which a more structured, controlled approach is taken to induce learning. Learning focus has to do with whether learning is concentrated on methods and tools to improve what is already being done versus testing the assumpt ions underlying what is being done. Value-chain focus indicates which functional, core competencies are valued and supported. Skill developm ent focus involves the orientation toward individual versus collective learning. Organizational learning may be increased by building on exi sting capabilities or developing new ones. The latter involves a chang e in culture, the former involves improving current capabilities. Orga nizations can enhance their learning capability through either approac h.