Organizational Learning (OL) is an intrinsic feature of organizations, defining their learning, development, growth and evolution over time. It has been studied and defined by contemporary Management Science and is considered to be the newest approach to management, strategy, change and Organisational Development (OD). The ideal state of this function produces what is called “a Learning Organisation” (Senge, 2004).
Specifically, it has been proven that well-managed Organizational Learning results in increased:
– performance defined as economic/financial results (e.g. Lopez et al, 2005)
– innovation (e.g. Tohidi et al, 2012)
– sustainability (e.g. Smith 2011)
– profitability (e.g. Goh, Elliott and Quon, 2012)
– levels of responsibility
– ownership of results
– quality of communication and cooperation skills
– job satisfaction (e.g. Chiva and Alegre, 2009)
– growth and development of social networks and visionary leadership
– efficiency in achieving goals (e.g. Mohrman and Mohrman Jr., 1995)
– capacity in acquiring technological competencies (e.g. Steensma, 1996)
– entrepreneurship ability (e.g. Dutta and Crossan, 2005)
– capacity to adapt to a rapidly changing environment (Popper and Lisgitz, 2000) etc.
as well as in reduced risk to face crisis situations (e.g. Goh and Richards, 1997).
OL has been characterized as the “transformational leadership style” (Church and Waclawski, 1999) and as “the human-centered approach to change” (Child, 2005).