Jones, Alan M. (1994) Creating a learning organization. PhD thesis, University of Warwick.

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Abstract

This thesis reviews and critically reflects on 'learning organization' theory and
practice. Specifically, it reviews and assesses relevant theories of adult learning and
links those theories to the learning organization literature. Using existing literature
and practice, empirical research work was undertaken in two organizations to
validate, or otherwise, key elements of learning organization theory and practice and
to identify patterns in the content and process of creating a learning organization. A
learning-in-organizations model is then developed which combines learning
organization theory and practice, adult learning theory, and the management of
change literature. The multi-layered character of the learning-in-organizations model
synthesizes key aspects of the learning processes in the organizations studied. The
model also provides a framework (a) for research purposes to systematically define
and evaluate learning in organizations, and (b) for management, groups, and
individuals to use as a prompt or aide-memoire to develop and evaluate learning
activity in their organizations.
Key questions guiding the research include: What is meant by 'learning'? How can
the complexity of learning be revealed? How can learning in organizations be
evaluated? How do responses to the above questions change our understanding of
what constitutes a 'learning organization'?
The research is qualitative to reveal more of the subtleties of the learning process at
the individual and group levels in organizations. The research process comprises four
main activities: a review of existing learning organization literature and practice to
identify key proposed characteristics of a learning organization; a documentary search
in the two research sites; in-depth interviews in the two research sites; and the writing
of case studies and their comparison to reveal learning patterns and processes.
The research shows that much of current learning organization description remains
anecdotal and rhetorical. Confusion exists regarding how learning in organizations is
developed and assessed. Key learning organization hallmarks and characteristics are
often flawed. In addition, defining and evaluating learning in organizations is often
carried out in a rudimentary fashion.
This research contributes to learning organization theory and practice: (a) by
providing a synthesis and critical analysis of existing learning organization literature,
(b) by providing some of the first empirical data on the creation of a learning
organization, (c) by linking theories of adult learning to thinking on learning in
organizations, and (d) develops a new model for evaluating learning in an
organization by linking learning organization theory to andragogy and the
management of change literature using qualitative rather than quantitative criteria.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management L Education > LC Special aspects of education
Library of Congress Subject Headings (LCSH):	Organizational learning, Adult learning
Official Date:	September 1994
Dates:	Date Event September 1994 Submitted
Institution:	University of Warwick
Theses Department:	Warwick Business School
Thesis Type:	PhD
Publication Status:	Unpublished
Extent:	xi, 396 leaves
Language:	eng

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