Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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buried but learned from, with the organisation realising that some of
the costs of failure can be recouped simply by learning from it.
2. Learning organisations target areas which require improvement, and
use lessons and knowledge obtained throughout the organisation to
improve upon these areas. Therefore formal interactions between
staff, role rotation and multifunctional teams can help improve the
organisation.
3. Learning organisations understand that those at the front line,
rather than management and others who are removed from the
problems, often know more about activities and processes and how
they can be improved. Therefore it is these individuals who can be
learned from when change is necessary, and ‘mobilising the
knowledge’ of these individuals is a crucial element of the learning
organisation. Knowledge sharing is done so via an ‘open door’
management structure, allowing information to flow upwards easily.
4. Learning organisations are constantly seeking methods to change
and improve, thereby not resting on its laurels. In other words there
is always room for improvement, even in an area thought to be
already efficient. New technologies, personnel or practices can all
allow the evaluation of systems and redesign of parts of the
organisation.
5. Learning organisations learn from a number of sources, including
those outside of the organisation it's self. They learn from
competitors, suppliers and customers in order to improve the
working of the business.
The learning organisation is therefore the opposite of the atypical
hierarchical organisation and encourages employees and management
alike to have open and encouraging communications. Indeed, Lampel
(1998) goes on to argue that the typical hierarchy of organisations of old
is replaced by collaboration and participative working.