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ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Sullivan, R., Timmermann, A. & White, H. (1999), „Data-snooping, technical trading rule performance, and the bootstrap‟, Journal of Finance 54, 1647–1691. Tully, S., (1998), “How the Really Smart Money Invests”, Fortune, 6 July. COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 256 JANUARY 2011 VOL 2, NO 9
ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Exploring the Paradox of Organizational Learning and Learning Organization Dr. Naveed Akhtar (Corresponding Author) Ph.D (Management Sciences) Visiting Faculty Member, Bahria University, Shangrilla Road, Islamabad Dr. Rashid Ahmad Khan Dean Management Sciences, National University of Modern Languages, Islamabad Abstract Organizational learning was and still is the area of interest for academicians, organizational development experts, and researchers because of its inherent ability to generate competitive advantage. Organizations need to build core competencies to outperform their rivals and for that they need organizations that are proactive, futuristic, strategic in thinking, and are capable of adaptability and are flexible to acquire new learnings. The concept of learning organization has a wide spread acceptance, and is equally important and applicable in educational, business; private or public organizations. Scholars present different views about the organizational learning. But the recent upsurge prescribes few contextual factors that facilitate or hinder learning in organizations. Therefore, views of different authors are presented with their contextual factors or components of a learning organization. At the end commonalities from the framework are chosen and recommended for any future empirical study. Keywords: Exploring , Paradox , Organizational Learning , Learning Organization 1. Introduction The concept of learning organization (LO) is gaining importance in academicians, scholars, and practitioners as the competition is increasing. The learning organization notion has insights, applications from different businesses and organizations: private or public. The concept of LO can be applied to educational institutions. Neefe (2001) work is an ample example of research work on identification of the universities as a learning organization. Moreover she determined few contextual factors that are necessary for the universities to be and become a learning organization. Managers are in dire need of improving the competitiveness through meeting the customer demands, innovating new products, adopting new technology. Organizations want to capitalize on present competencies and identify, and develop new such that they become ahead of competitors improving productivity and organizational performance. Therefore, the requirement of the present era is a more flexible, adaptable, and even proactive organizations. For all that the requirement is to learn faster than the competitors (De Geus, 1988). It is theoretically claimed that the learning organization is the organization that is capable of achieving competitive advantage (Goh, 2003; Senge, 1990). Garvin (1993) defines a leaning organization is an organization that is skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. Scholars have different views while describing the learning in organizations. Few argue it is a process that is aimed at changing cognitive and behavioural aspect of the organization to make organization adaptable and flexible. Few COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 257 JANUARY 2011 VOL 2, NO 9 Listed in ULRICH’S
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