FocusCreation, maintenance, and movement of knowledge across levels
- Knowledge is … the current scope of applied information
- Knowing is … applying information
- Learner is … a knowledge node – individual, team, and/or an organization
- Learning is … measurable changes in practice (adaptations) over time
- Teaching is … effecting and measuring adaptation
SynopsisOrganizational Learning attends to the creation, maintenance, and movement of knowledge in an organization. These dynamics are understood to occur across four distinct levels simultaneously: individual, team, organizational, and interorganizational.
CommentaryOrganizational Learning might be regarded as a meta-theory comprising four sub-theories. Its major contributing insight is that, to appreciate the adaptive nature of effective organizations, it is necessary to look across multiple levels. However, it then parses the levels (i.e., individual, team, organizational, and interorganizational) and treats each in a distinct way, rather than considering the ways that each level is enfolded in and unfolds from the others. Consequently, the theory can come across as a compilation rather than a contribution – and this point becomes especially evident as principles from all over the learning map are invoked and juxtaposed (with a strong pull toward the object-based notions associated with the Acquisition Metaphor).
Authors and/or Prominent InfluencesDiffuse
Status as a Theory of LearningOrganizational Learning is certainly about learning, but the perspective is presented more as a collection of theories on learning than a theory itself.
Status as a Theory of TeachingOrganizational Learning is not a theory of teaching, but it is typically deployed as a framework to interpret and affect the functioning of an organization. In a sense, then, Organizational Learning is theory of organizational teaching – that is, strategies to enable and tools to measure an organization’s adaptation over time.
Status as a Scientific TheoryBecause Organizational Learning is presented more as a collection of perspectives on learning that operate at different levels, versus a coherent theory that applies across levels (compare Eco-Complexity Discourses), it falls short on multiple of our criteria for a scientific theory. For example, the evidence bases of its different sub-theories vary significantly, as do the critical awarenesses of metaphors invoked within sub-theories.
Please cite this article as:
Davis, B., & Francis, K. (2020). “Organizational Learning” in Discourses on Learning in Education. https://learningdiscourses.com.
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