Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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1b.1) Critique of the Learning Organisation Concept
There are a number of concerning aspects of the learning
organisation concept. For example, Garvin (1993) argues that there are
three critical features of the concept which need resolution in order to
ensure fully effective implementation within an organisation aspiring to
‘learning’ status. Firstly, as with many constructs and structures within
organisational/business psychology, settling on a fixed definition of what a
learning organisation is done so with difficulty (Wilson & O’Conner, 2000).
Despite this, it is the employees within the workplace who are the main
theme in many accepted definitions. The development of these members
is given the highest priority in a learning organisation, and should
therefore form a key aspect of any definition (Desta, 2009). Secondly,
Davis and Daley argue that, as of 2008, while there are a large number of
studies relating to organisational learning, and in particular why learning
matters, few provide empirical evidence and/or advice as to how to turn
make a ‘learning organisation’. There is therefore little empirical evidence
as to how a hierarchical organisation for example can become a learning
organisation. Finally, it is very difficult to empirically measure (and
therefore evaluate) whether an organisation is ‘learning’, or whether
becoming a learning organisation has improved upon organisational
performance. Studies tend not to address the impact of the various
elements of the learning organisation, nor do they assess the overall
impact of the approach (Davis & Daley, 2008). Finally Harrison (2000)
argues that simply having a number of individuals learning within an
organisation does not necessarily equate to a learning organisation.
Instead, adequate systems and processes are required in order to turn this
individual learning into organisational learning.
Among the advantages of being a ‘learning organisation’, its
proponents suggest that it should enhance individual, team, and
organisational learning which, in turn, yield performance improvements
(David & Daley, 2008). For example in a case study noted by Wilson and
O’Connor (2000), described as the ‘Stumbling Stone’ project, the main
goal was to improve effectiveness by involving workers in a quality