This book discusses whether the pursuit of learning organisation
status leads to behaviours that close an organisation to new
knowledge. Discussion of three assumptions derived from literature
indicates that developing learning processes may not automatically
result in useful knowledge. Consideration of learning organisation
models, power, potential system closure, knowledge levels and
individual preferences suggests that instead the outputs may lead
to an organisation effectively reversing the knowledge development
cycle, effectively closing the system. Moreover epistemological
study indicates that, whilst the models are assumed to be rational
in nature, the organisational knowledge is constructed. This
mismatch, plus a lack of challenge, is shown to undermine an
organisation's ability to recognise or use its knowledge. Four
implications are identified: that idea generation becomes less
important than idea recognition and use; that knowledge recognition
becomes severely limited; that the presence of putative knowledge
prevents transformation and that developing learning organisation
activities inhibits change.
General
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