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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
JANURAY 2011
VOL 2, NO 9
5. Organizational learning and knowledge management
Organizations like human beings won't probably be successful unless they could learn from
previous events of their environment, transfer such knowledge across the organization and
regulate their behavior as it is required in reaction with regard to the acquired knowledge
(Goh, 1998). According to Peterson & Hicks (2000) organizations need to operate learning
process in order to establish learning culture and indulge talent and genius. Organizational
learning has attracted too much attention to itself in organizational literature (Argris & Schon,
1978; Hall, 2001; Quinn & Cameron, 1099; Schein, 1993; Sange, 1990).
Kolb's model describes learning in the form of a four-phase cycle which is started from
experiencing and moves with thinking and reflection and conceptualization and then it reaches
to experimentation and is accompanied with re-starting of the cycle. As the world changes
organizations must learn to change for life continuation and faster growing. The most essential
priority of learning is how to learn rapidly. Organizations must know that learning is a
necessity not a choice (Schein, 1993).
Sange (1998) states that sharing of knowledge is happened when individuals are sincerely
interested in helping each other in creating of new capabilities for taking action and activity.
Sharing of knowledge has relation with learning process creation. Popper and Lipshitza (1998)
have represented a two-level approach (structural and cultural) for organizational learning.
Structural level is focused on mechanisms of organizational learning. These mechanisms are
institutionalized structural and procedural arrangements that allow organizations to perform
collecting, analyzing, saving, disseminating and applying of information related to
performance of the organization systematically. Cultural level is focused on shared values
without which learning mechanisms will probably have ceremonial aspect instead of being a
method for identification and modification of mistakes. Sange (2990) states a clear reason for
being converted to a learner organization. He has summarized the process of achieving to a
learner organization and core of the learner organizations in system theory. Garvin (1993)
says: "a learner organization is the one that is skillful in creating, acquiring and transmitting of
knowledge and regulating of its behavior in order to reflect new knowledge and insight."
Purpose of the learner organization is to implement change in organizational culture that has
relation with environmental encouragement for strategic change for effective knowledge
management. Melander (2001) recommends that knowledge management innovation could
not be durable or successful in any environment in which suitable conditions have initially
been provided for learning.
Model of learner systems is constituted of three main elements- focus, will and capability
(Drew and Smith, 1995).
i. Focus means clear and obvious understanding of path and insight and is resulted from
strategic thinking, knowledge and recognition of key decision making groups.
Probably it has been symbolized with separated and obvious parts in strategic
programs.
ii. Will is the power of strategic purpose. Having tendency towards determining of
extensive purposes and encountering with various challenges is the feature of groups
and organizations with a high level of will. Will needs emotional commitment and
high levels of energy which could be the result of nervous state and stress caused by
disatistisfaction from the present situation.
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