2007
 




Yeditepe
University
 



Kerem
Köseoğlu




[ORGANIZATIONAL

LEARNING]


The
Art
&
Practice
of
the
Learning
Organization




CONTENTS


Abstract....................................................................................................................................................................................4

Literature
Review................................................................................................................................................................4

What
is
Organizational
Learning ..................................................................................................................................5

Definition............................................................................................................................................................................5

Characteristics
of
a
Learning
Organization .........................................................................................................5

Disciplines
of
the
Learning
Organization ..................................................................................................................6

Systems
Thinking............................................................................................................................................................6

Balancing
Process
with
Delay...............................................................................................................................6

Self
Sustaining
vs
Self
Limiting
Growth ...........................................................................................................6

Shifting
the
Burden ...................................................................................................................................................7

Tragedy
of
the
Commons........................................................................................................................................7

Personal
Mastery ............................................................................................................................................................7

Mental
Models..................................................................................................................................................................8

Building
a
Shared
Vision..............................................................................................................................................8

Team
Learning .................................................................................................................................................................8

Learning
Disabilities ..........................................................................................................................................................9

“I
Am
My
Position” .........................................................................................................................................................9

“The
Enemy
Is
Out
There”...........................................................................................................................................9

The
Illusion
of
Taking
Charge....................................................................................................................................9

The
Fixation
on
Events.................................................................................................................................................9

The
Parable
of
the
Boiled
Frog..................................................................................................................................9

The
Delusion
of
Learning
from
the
Experience .............................................................................................. 10

The
Myth
of
the
Management
Team.................................................................................................................... 10

Laws
of
Learning
Organizations................................................................................................................................. 11

Steps
To
A
Learning
Organization............................................................................................................................. 13

Assessing
Learning
Culture ..................................................................................................................................... 13

Promoting
the
Positive.............................................................................................................................................. 13

Safety
for
Thinking...................................................................................................................................................... 13

Rewarding
Risk‐Taking............................................................................................................................................. 14

Helping
People
Becoming
Resources.................................................................................................................. 14

Putting
Learning
Power
To
Work......................................................................................................................... 14

Mapping
the
Vision ..................................................................................................................................................... 15

 Bringing
Vision
to
Life ............................................................................................................................................... 15

Connecting
Systems.................................................................................................................................................... 15

Getting
the
Show
On
The
Road .............................................................................................................................. 15

Leadership
in
Learning
Organizations .................................................................................................................... 16

Leader
as
Designer...................................................................................................................................................... 16

Leader
as
Teacher........................................................................................................................................................ 16

Leader
as
Steward ....................................................................................................................................................... 16

Transformational
Leadership ................................................................................................................................ 16

Culture
and
Learning
Organizations ........................................................................................................................ 17

Level
of
Power
Distance............................................................................................................................................ 17

Individualism
vs
Collectivism................................................................................................................................. 17

Masculanity
vs
Femininity ....................................................................................................................................... 17

Uncertainty
Avoidance .............................................................................................................................................. 17

Scope
of
Orientation ................................................................................................................................................... 18

Sample
Article
on
Learning
Organizations............................................................................................................ 18

Abstract............................................................................................................................................................................ 18

Methodology .................................................................................................................................................................. 18

EU................................................................................................................................................................................... 18

UK .................................................................................................................................................................................. 18

Variables .......................................................................................................................................................................... 19

EU................................................................................................................................................................................... 19

UK .................................................................................................................................................................................. 19

Model
&
Findings ......................................................................................................................................................... 20

EU................................................................................................................................................................................... 20

UK .................................................................................................................................................................................. 20

A
Holistic
Model....................................................................................................................................................... 21

Findings............................................................................................................................................................................ 21

Common...................................................................................................................................................................... 21

EU................................................................................................................................................................................... 21

UK .................................................................................................................................................................................. 22

Conclusion ........................................................................................................................................................................... 22

References ........................................................................................................................................................................... 22






ABSTRACT


This
 paper
 outlines
 the
 concept
 of
 learning
 organizations.
 After
 the
 definitions
 of
 learning

organizations,
 the
 disciplines
 and
 disabilities
 of
 organizational
 learning
 are
 underlined.
 After

defining
 the
 common
 laws
 of
 learning
 organizations,
 the
 steps
 required
 to
 transform
 an

organization
into
a
learning
organization
are
discussed.
Effects
of
leadership
style
and
culture
on

learning
 organizations
 are
 also
 within
 the
 scope
 of
 this
 paper.
 Finally,
 a
 sample
 empirical

research
has
been
analyzed.


(externalization).
 This
 process
 is
 very


LITERATURE
REVIEW
 important
for
a
learning
organization.


In
1975,
March
and
Olsen
attempted
to
link
 In
 1999,
 Flood
 discussed
 the
 concept
 of


up
individual
and
organizational
learning.
In
 organizational
 learning
 of
 Peter
 Senge.
 The

their
 model,
 they
 have
 found
 a
 relationship
 author
 developed
 concepts
 by
 integrating

between
 individual
 beliefs
 and
 them
with
key
theorists
such
as
Bertalanffy,

organizational
 action,
 where
 individual
 Churchman,
Beer,
Checkland
and
Ackoff.


action
is
the
intervening
variable.
As
a
result

In
2002,
Nick
Bontis
made
an
empirical
test

of
 organizational
 action,
 environmental

on
 flow
 of
 information
 across
 three
 levels:

response
 modifies
 individual
 belief
 and
 the

Individual,
 team
 and
 organization.
 Results

recursive
cycle
sustains
itself.

showed
a
negative
relationship
between
the

In
 1978,
 Argyris
 and
 Schon
 made
 the
 misalignment
 of
 information
 flow
 and

distinguishment
 between
 single‐loop
 and
 organizational
performance.

double‐loop
 learning.
 In
 single
 loop

In
2003,
Imants
made
a
detailed
analysis
of

learning,
 organizations
 try
 to
 solve
 current

paradoxes
 for
 organizational
 learning
 in

problems
 with
 methods
 from
 the
 past.
 In

schools
 and
 came
 up
 with
 two
 observed

double
loop
learning,
entities
seek
to
change

mechanisms:
 Steering
 information
 about

deeper
 aspects
 of
 the
 organization
 to
 solve

teaching
 and
 learning,
 and
 encouraging

the
sources
of
problems.

interaction
 among
 teachers
 and
 workers.

In
 1993,
 Kim
 integrated
 March
 and
 Olsen’s
 These
 mechanisms
 are
 critical
 for
 learning

approach
 with
 another
 model
 from
 Kofman
 organizations.

into
 a
 single
 model,
 where
 he
 analyzed
 all

In
 2004,
 Common
 discussed
 the
 concept
 of

the
 possible
 breakdowns
 in
 the

learning
 organizations
 in
 political

organizational
 information
 flow
 leading
 to

environments
 to
 improve
 public
 policy

failures
in
organizational
learning.

making.


In
 1995,
 Nonaka
 and
 Takeuchi
 started
 by

In
 terms
 of
 books,
 Peter
 Senge’s
 “The
 Fifth

differentiating
 “Tacit
 Knowledge”
 from

Discipline:
 The
 Art
 &
 Practice
 of
 the

“Explicit
 Knowledge”.
 The
 term
 tacit

Learning
Organization”
can
be
considered
as

knowledge
 is
 used
 to
 define
 subjective

the
 most
 comprehensive
 guide
 about

personal
 information,
 while
 explicit

learning
 organizations.
 Another
 book
 of

knowledge
 defines
 systematic,
 formal
 and

interest
is
Saunders
&
Kline’s
“Ten
Steps
To

easy
 to
 communicate
 information.
 They

A
 Learning
 Organization”,
 where
 an

stated
 that
 tacit
 knowledge
 can
 be

organizational
 transformation
 process

transformed
 into
 explicit
 knowledge

towards
 a
 learning
 organization
 is
 being

discussed
 in
 a
 step‐by‐step
 guide.
 Details
 individual
 evaluations
 and
 decisions.

about
 both
 of
 these
 books
 can
 be
 found
 in
 People,
 on
 the
 other
 hand,
 will
 experience

the
references
section
of
this
paper.
 being
 part
 of
 something
 larger
 than

themselves.


WHAT
 IS
 ORGANIZATIONAL
 In
 one
 sentence,
 a
 learning
 organization
 is


LEARNING
 an
 organization
 that
 has
 developed
 the

continuous
 capacity
 to
 adapt
 and
 change.

Most
 organizations
 engage
 in
 single‐loop

DEFINITION
 learning;
 where
 errors
 are
 corrected

dependent
 on
 past
 routines
 and
 present

The
idea
of
organizational
learning
is
based
 policies.
 In
 contrast,
 learning
 organizations

upon
 destroying
 the
 illusion
 that
 an
 use
 double‐loop
 learning;
 where
 error‐
organization
 is
 created
 of
 separate,
 corrections
 involve
 the
 modification
 of

unrelated
 forces.
 People
 in
 an
 organization
 organizations
 objectives,
 policies
 and

learn
 all
 the
 time,
 this
 is
 a
 natural
 thing.
 standard
 routines.
 Double‐loop
 learning

However,
a
team
of
people
with
IQ
levels
of
 challenges
 assumptions
 and
 norms
 of
 an

120
can
make
a
decision
which
sounds
to
an
 organization;
 and
 therefore,
 it
 can
 provide

outsider
as
if
it
has
been
made
by
a
mind
of
 possibilities
 of
 dramatic
 jumps
 in

level
 60.
 How
 is
 that
 possible?
 What
 is
 the
 improvement.

difference
of
such
organizations?

It
is
important
to
understand
that
becoming

Imagine
 two
 basketball
 teams
 with
 similar
 a
learning
organization
is
not
a
goal
to
reach

members.
 Each
 member
 of
 the
 each
 team
 and
 pass.
 It
 is
 an
 ongoing
 process
 of
 a

will
 have
 their
 own
 strengths
 and
 lifetime.
Just
like
people
have
to
learn
all
the

weaknesses.
 Some
 people
 will
 be
 long
 (but
 time,
organizations
also
have
to.

slow);
 some
 will
 be
 short
 (but
 agile).
 Some

will
 be
 better
 shooters,
 and
 some
 will
 be

better
defenders.


CHARACTERISTICS
 OF
 A
 LEARNING

ORGANIZATION

Now,
 imagine
 that
 team
 A
 has
 just
 been

founded
 this
 morning
 with
 kids
 from
 Although
they
will
discuss
in
more
detail
in

different
neighborhoods.
On
the
other
hand,
 advance,
 here
 are
 the
 characteristics
 of
 a

members
 of
 team
 B
 are
 playing
 together
 learning
organization:

since
 a
 year.
 They
 know
 each
 other’s

• There
 exists
 a
 shared
 vision
 which

strengths
 and
 weaknesses
 very
 well.
 Each

everyone
agrees
on

member
 knows
 where
 the
 other
 one
 would

• People
 discard
 their
 old
 ways
 of

be
 waiting
 for
 a
 pass,
 how
 they
 fake,
 which

thinking
 and
 the
 standard
 routines

passing
 sequences
 are
 proven
 to
 be
 good,

they
use
to
solve
problems

etc.


• There
 is
 an
 open
 systems
 approach

Despite
the
fact
that
both
teams
are
built
by
 among
all
members

members
 of
 the
 same
 strength,
 team
 B
 is
 • People
 openly
 communicate
 with

much
more
likely
to
win,
right?
Team
B
is
no
 each
 other
 horizontally
 and

longer
 a
 group
 of
 people
 thinking
 vertically
 without
 fear
 of
 criticism

individually.
They
have
learned
to
think
like
 and
punishment

a
single
system,
and
to
act
like
one.
 • People
 sublimate
 their
 personal
 self

interest
to
work
together
to
achieve

To
make
a
long
story
short;
team
B
happens
 organizations
shared
vision

to
become
a
“learning
organization”
because

individuals
 are
 so
 well
 organized,
 their

cooperation
transforms
them
into
one
single

system
 that
 acts
 and
 achieves
 far
 beyond


 that
 tends
 to
 slow
 or
 cancel
 out
 the
 initial

action.
 A
 simple
 example
 to
 this
 idea
 is
 the

attempt
to
balance
the
water
temperature
in

DISCIPLINES
 OF
 THE
 the
 shower.
 When
 you
 think
 that
 the
 water

LEARNING
ORGANIZATION
 is
 too
 cold,
 you
 try
 to
 balance
 it
 by

increasing
 the
 flow
 of
 hot
 water.
 However,

Just
 like
 an
 airplane
 is
 built
 by
 different
 the
temperature
doesn’t
change
at
the
exact

pieces
 which
 must
 be
 working
 together
 to
 moment
you
turn
the
knob.
There
is
a
delay

make
 it
 fly,
 a
 learning
 organization
 is
 built
 between
the
time
you
turn
the
knob
and
the

by
 different
 disciplines
 which
 must
 exist
 temperature
changes.


together.
 However,
 having
 these
 disciplines

If
 you
 are
 not
 aware
 of
 this
 delay,
 you
 will

in
 an
 organization
 is
 not
 enough.
 It
 is
 also

keep
 turning
 the
 hot
 water
 knob
 until
 you

important
 to
 make
 sure
 that
 they
 work

get
 some
 temperature
 change.
 And
 when

together
well.

finally
hot
water
starts
to
flow,
it
will
be
so

hot
that
it
can
damage
your
skin.

SYSTEMS
THINKING

This
 phenomenon
 is
 observable
 in
 many

Systems
 thinking
 is
 an
 approach
 to
 places;
 such
 as
 job
 and
 stock
 markets,

integration
 that
 is
 based
 on
 the
 belief
 that
 expanding
&
downsizing
companies,
etc.


the
 component
 parts
 of
 a
 system
 will
 act

differently
 when
 isolated
 from
 the
 system's
 SELF
 SUSTAINING
 VS
 SELF
 LIMITING

environment
 or
 other
 parts
 of
 the
 system.
 GROWTH

This
 approach
 proposes
 to
 view
 systems
 in

a
 holistic
 manner,
 and
 it
 is
 one
 of
 the
 key
 We
all
tend
to
believe
that
growth
is
a
good

points
of
organizational
learning.
 concept
 to
 force
 in
 a
 competitive
 market.

Which
 might
 be
 true,
 but
 with
 one

If
 people
 are
 expected
 to
 act
 together
 as
 a
 prerequisite:
 Speed
 of
 growth
 must
 be

single
 organism,
 they
 should
 be
 able
 to
 balanced.

forecast
 the
 global
 consequences
 of
 each

action
 performed.
 A
 member
 with
 a
 (only)
 Consider
 an
 electronics
 company,
 who

personal
 or
 (only)
 departmental
 point
 of
 doubled
 its
 sales
 after
 three
 years
 of
 its

view
can
make
bad
decisions.
 foundation.
 The
 managers
 will
 probably

want
 to
 make
 a
 new
 investment
 of
 new

Here
 is
 an
 example
 to
 systems
 thinking.
 plant
 to
 be
 able
 to
 produce
 more
 so
 the

Let’s
 assume
 that
 we
 want
 to
 improve
 the
 company
 can
 grow
 more.
 However;
 the

braking
system
of
a
car.
Instead
of
looking
at
 growth
 of
 the
 company
 might
 have
 some

the
material
composition
of
each
element
in
 counter
effects:

great
 detail,
 we
 need
 to
 focus
 on
 the

interaction
 between
 them;
 such
 as
 brake
 • The
 bigger
 the
 company
 gets,
 the

disks,
 sensors,
 hydraulics,
 driver
 reaction
 harder
 it
 will
 become
 to
 keep
 costs

time,
 tires,
 road
 conditions,
 weather
 low

conditions,
etc.

 • When
 the
 market
 is
 satisfied,
 sales

volume
 will
 decrease
 and
 the

Now,
we
will
observe
some
typical
scenarios
 company
will
end
up
with
too
many

where
 lack
 of
 systems
 thinking
 is
 people
&
resources
in
hand

dangerous.
 • Let’s
assume
that
the
company
fired

the
 excessive
 people
 and
 rented
 its

BALANCING
PROCESS
WITH
DELAY
 investments.
 When
 sales
 volume
 is

increased
 once
 more,
 the
 company

A
 balancing
 process
 is
 a
 process
 where
 a
 may
be
caught
off
guard
and
start
to

condition
 or
 an
 action
 causes
 a
 response
 re‐invest
again.

This
 situation
 of
 self
 limiting
 growth
 will
 A
 common
 example
 of
 this
 problem
 is
 a

surely
 have
 a
 negative
 effect
 on
 the
 common
 grass
 field
 of
 10
 farmers,
 who
 let

company.
A
company
should
be
aware
of
the
 their
 sheep,
 feed
 on
 that
 ground.
 If
 they
 let

natural
 fact
 that
 the
 market
 will
 have
 mid‐ their
sheep
multiply
when
grass
is
plentiful,

term
oriented
fluctuations.

 they
will
end
up
without
any
grass.


• If
 you
 are
 producing
 more
 when
 Solution
 of
 this
 problem
 is
 to
 manage

demand
 is
 low,
 and
 producing
 less
 commons
 through
 education
 &
 self‐
when
 demand
 is
 high,
 you
 have
 a
 regulation
 systems,
 or
 official
 regulating

self‐limiting
growth
 mechanisms.

• If
 you
 are
 producing
 less
 when

demand
is
low,
and
producing
more

when
 demand
 is
 high,
 you
 have
 a

PERSONAL
MASTERY

self‐sustaining
growth

Personal
 mastery
 is
 about
 becoming

Making
 sure
 that
 the
 company
 has
 self
 committed
to
clarifying
and
deepening
one’s

sustaining
 growth
 requires
 a
 good
 personal
 vision
 and
 sustaining
 lifelong

understanding
of
systems
thinking.
 learning.
 It
 is
 the
 phrase
 used
 for
 the

discipline
 of
 personal
 growth
 and
 learning.

Organizations
 learn
 only
 through

SHIFTING
THE
BURDEN
 individuals
 who
 learn.
 Since
 an

organizations
learning
capacity
can’t
exceed

When
 a
 problem
 occurs
 within
 an

the
 level
 of
 its
 members,
 personal
 mastery

organization,
the
real
source
of
the
problem

happens
 to
 be
 one
 of
 the
 key
 points
 of

is
 usually
 difficult
 to
 address.
 However,
 the

organizational
learning.


symptoms
are
not.
Therefore,
people
tend
to

“shift
the
burden”
to
the
symptoms
and
cure
 As
 a
 discipline,
 personal
 mastery
 underlies

them,
leaving
the
real
problem
be.
 two
 movements.
 The
 first
 one
 is
 to
 keep

clarifying
 what
 is
 important
 to
 us.
 Second

A
typical
example
is
to
cure
stress
caused
by

one
 is
 to
 keep
 learning
 how
 to
 see
 current

role
 conflicts
 by
 drinking
 or
 meditation.

reality
more
clearly.

With
these
solutions,
you
surely
can
manage

stress
 in
 the
 short
 term.
 However;
 in
 the
 Surprisingly
 few
 employees
 seem
 to
 be

long
run,
you
are
going
to
need
to
solve
the
 experts
 at
 personal
 mastery.
 They
 work
 to

role
conflict
to
cure
stress.
 survive
 and
 reach
 certain
 goals,
 but
 only
 a

few
 have
 an
 inner
 vision
 and
 keep
 learning

You
must
be
cautious
about
this.
Symptom‐
to
turn
it
into
reality.
In
many
cases,
people

curing
 solutions
 can
 only
 be
 short‐term

even
 resist
 against
 personal
 mastery

oriented.

because
 of
 their
 cynicism.
 They
 made
 the

Solution
 of
 this
 problem
 is
 to
 focus
 on
 the
 mistake
 of
 turning
 ideals
 into
 expectations,

fundamental
 solutions.
 Symptomatic
 and
 when
 they
 became
 disappointed,
 their

solutions
 can
 be
 used
 to
 gain
 time
 while
 visions
couldn’t
sustain
any
longer.

working
on
the
real
one.

To
 develop
 a
 sense
 of
 personal
 mastery,
 a

series
of
practices
should
be
applied,
which

TRAGEDY
OF
THE
COMMONS
 are
the
following:


This
 phenomenon
 happens
 when
 • Personal
 Vision.
 The
 ability
 to
 focus

individuals
 use
 a
 commonly
 available
 but
 on
 ultimate
 intrinsic
 desires
 instead

limited
 resource
 on
 the
 basis
 of
 individual
 of
 secondary
 goals
 is
 a
 cornerstone

need.
At
first
they
are
rewarded
for
using
it.
 of
personal
mastery.

But
 eventually,
 the
 resource
 ends
 up
 used
 • Creative
 Tension.
 Throughout
 time,

up.
 our
 vision
 will
 try
 to
 pull
 our
 mind

 up,
 while
 the
 reality
 tries
 to
 push
 BUILDING
A
SHARED
VISION

our
 mind
 down.
 It’s
 our

responsibility
to
help
our
vision
win.
 Every
 member
 of
 an
 organization
 has

• Structural
 Conflict.
 Our
 vision
 will
 his/her
 own
 goals.
 However;
 an

try
 to
 sustain
 our
 development,
 organization
is
a
group
of
people
who
come

while
 our
 beliefs
 in
 powerlessness
 together
 to
 reach
 a
 common
 goal
 /
 vision.

or
 unworthiness
 tries
 to
 keep
 it
 For
instance;
Polaroid
had
a
shared
vision
of

back.
 It’s
 our
 responsibility
 to
 help
 “Instant
 Photography”.
 Apple
 had
 a
 shared

our
vision
win.
 vision
 of
 “Computing
 for
 Everyone”.

• Commitment
 to
 the
 Truth.
 It
 means
 Building
 and
 clarifying
 a
 shared
 vision
 and

continually
 broadening
 our
 keeping
 the
 feedback
 towards
 members
 of

awareness.
 It
 is
 not
 about
 seeking
 the
 organization
 flowing
 is
 very
 important

the
 truth;
 it’s
 rather
 about
 a
 from
a
learning
organizations
point
of
view.


willingness
 to
 root
 out
 the
 ways
 we

limit
or
deceive
ourselves
from
what
 It
is
important
to
build
one
single
organism

is.
 of
many
people.
But
it’s
also
important
to
let

the
organism
know
where
to
go.


MENTAL
MODELS
 A
 shared
 vision
 starts
 with
 encouraging


personal
 visions.
 A
 realistic
 shared
 vision

Mental
 models
 are
 assumptions,
 can
 only
 then
 be
 built
 by
 detecting
 the

generalizations
 and
 beliefs
 rooted
 deep
 common
points
among
personal
visions,
and

inside
 of
 us,
 which
 affects
 how
 we
 observe
 making
them
visible
to
everyone.
Doing
this,

and
 evaluate
 the
 things
 around
 us.
 Very
 you
 will
 end
 up
 with
 a
 group
 of
 people

often,
 we
 are
 not
 aware
 of
 our
 mental
 having
a
common
vision.

models
and
how
they
work.



That’s
 also
 the
 reason
 why
 the
 best
 ideas
 TEAM
LEARNING


usually
 fail.
 The
 ideas
 which
 we
 believe
 to

be
 the
 best
 are
 usually
 rooted
 to
 our
 own
 Team
learning
is
a
system
in
which
energies

mental
 models
 which
 may
 be
 far
 from
 the
 of
 individual
 members
 work
 at
 cross

reality.
 Therefore,
 it
 is
 very
 important
 to
 purposes
 to
 maximize
 the
 success
 of
 the

keep
 improving
 our
 mental
 models
 and
 team.
 As
 mentioned
 before,
 a
 team
 of

bringing
them
closer
to
the
reality.
 managers
 with
 individual
 IQ’s
 of
 120
 can

have
 a
 collective
 IQ
 of
 60
 if
 their
 team

Here
are
some
key
points
to
make
sure
that
 learning
discipline
is
weak.
When
teams
are

our
 ideas
 don’t
 rely
 on
 our
 mental
 models
 learning,
 they
 produce
 extraordinary

only:
 results,
and
individual
members
grow
more

rapidly
as
well.


• Make
 your
 reasoning
 explicit.
 This

means,
you
should
describe
the
path
 Team
 learning
 is
 about
 knowing
 other

through
 which
 you
 arrived
 at
 your
 members
 well.
 When
 that
 happens,
 each

view.
 member
can
almost
“sense”
the
next
step
in

• Define
your
assumptions
clearly.
 the
 process,
 how
 other
 members
 will
 act,

• Encourage
 others
 to
 explore
 your
 and
 what
 he/she
 is
 going
 to
 have
 to
 do.

view
and
point
out
gaps.
 Typical
 examples
 to
 organizations
 with
 a

• Encourage
 others
 to
 provide
 high
 level
 of
 team
 learning
 are
 NBA

different
views.
 basketball
teams
and
experienced
jazz
trios

• Inquire
 into
 other’s
 views.
 You
 who
improvise
a
lot.

should
analyze
other
people’s
views

and
 compare
 their
 path
 –
 idea
 with
 To
 ensure
 team
 learning;
 sustaining

your
owns.
 dialogue
 and
 discussion
 among
 members
 is

very
important.
When
that
happens,
level
of
 Consider
 a
 company
 outsourcing
 its

team
learning
will
increase
with
practices.
 software
 development
 needs
 to
 another

company.
 A
 proactive
 IT
 manager
 can

foresee
 that
 the
 development
 requirements

LEARNING
DISABILITIES
 will
raise
dramatically
in
the
following
years

because
 of
 the
 new
 ERP
 system
 they
 are

There
 are
 some
 common
 points
 of
 view,
 planning
to
buy,
and
can
decide
to
hire
their

which
 will
 stop
 an
 organization
 from
 own
developers
to
cut
expenses.

becoming
 a
 learning
 one.
 In
 this
 section,
 I

am
 going
 to
 explain
 the
 most
 significant
 This
 may
 sound
 like
 a
 good
 idea.
 However;

ones.
 while
 celebrating
 the
 illusion
 that
 he
 “took

charge
of
the
situation”,
he
will
miss
the
fact

that
 the
 best
 programmers
 in
 the
 market

“I
AM
MY
POSITION”
 are
 working
 as
 consultants
 or
 freelancers.

The
developers
he
can
hire
will
probably
be

This
 is
 the
 tendency
 to
 put
 our
 own

inexperienced
 or
 inadequate.
 In
 this
 case,

identities
 aside
 and
 define
 ourselves
 with

lack
 of
 systems
 thinking
 will
 cost
 the

our
 position
 in
 the
 organization.
 This
 can

company
 greatly
 in
 terms
 of
 software

cause
 an
 employee
 to
 limit
 his

quality
and
productivity.

responsibilities
 with
 the
 boundaries
 of
 his

position.
 
 It
 can
 cause
 a
 blindness
 of
 the
 Don’t
 forget
 that
 in
 many
 cases,

production
 caused
 by
 the
 interaction
 proactiveness
is
reactiveness
in
disguise.

between
 many
 positions.
 Instead,
 people

will
 see
 their
 limited
 production
 only
 and

might
 consider
 themselves
 successful
 even
 THE
FIXATION
ON
EVENTS

if
the
general
outcome
is
not
as
intended.

This
disability
is
about
the
tendency
to
focus

If
 people
 define
 themselves
 with
 their
 on
 short‐term
 events
 instead
 of
 long‐term

position
 only,
 they
 will
 have
 a
 hard
 time
 developments.
 Consider
 a
 fresh
 production

acting
together.
 manager
 of
 an
 ice‐cream
 company
 who

orders
 ingredients
 based
 upon
 the
 weekly

orders
 of
 distributors.
 If
 he
 focuses
 on
 the


“THE
ENEMY
IS
OUT
THERE”
 weekly
 schedules
 only,
 he
 will
 probably

miss
 the
 point
 that
 summer
 is
 approaching

People
tend
to
find
something
/
someone
to

and
 ice
 cream
 orders
 will
 rise
 so
 quickly

blame
 when
 they
 don’t
 succeed.
 
 Marketing

that
 he
 won’t
 have
 enough
 time
 to
 procure

blames
 manufacturing
 for
 low
 quantity;

ingredients
from
suppliers.

manufacturing
 blames
 marketing
 for
 pushy

deadlines
for
massive
production.

 Like
many
others,
the
cure
for
this
disability

is
 to
 promote
 systems
 thinking.
 Long
 term

This
 disability
 can
 be
 considered
 as
 a

orientation
is
also
useful.

byproduct
 of
 “I
 Am
 My
 Position”
 disability.

When
 people
 don’t
 consider
 the
 whole

system
 and
 the
 way
 it
 works,
 it
 becomes
 THE
 PARABLE
 OF
 THE
 BOILED

very
 easy
 to
 find
 something
 to
 blame
 for
 FROG

their
failures.


This
 disability
 is
 about
 the
 famous
 story
 of

the
 boiling
 frog.
 If
 you
 throw
 a
 frog
 into

THE
ILLUSION
OF
TAKING
CHARGE

boiling
water,
he
will
jump
out
immediately.

“Taking
charge”
is
the
term
to
take
initiative
 However,
if
you
put
him
into
cool
water
and

and
 act
 early
 before
 things
 get
 out
 of
 boil
 the
 water
 gradually,
 he
 will
 be
 boiled

control.
 However,
 this
 proactive
 approach
 without
 resistance.
 The
 reason
 of
 this

can
 lead
 to
 bigger
 problems
 sometimes.
 phenomenon
lies
within
the
nerve
system
of

the
 frog.
 A
 frog’s
 anatomy
 is
 built
 to
 make
 THE
 MYTH
 OF
 THE
 MANAGEMENT

sure
that
it
will
react
upon
sudden
changes.
 TEAM

If
 its
 environment
 changes
 slowly,
 the
 frog

is
not
able
to
notice
it.
 The
 management
 team
 is
 built
 of
 managers

from
 different
 departments
 of
 the

This
 parable
 happens
 in
 organizational
 life
 organization.
The
responsibility
of
this
team

as
 well.
 It
 is
 a
 natural
 result
 of
 short
 time
 is
 to
 make
 sure
 that
 departments
 are

orientation
 and
 lack
 of
 systems
 thinking.
 interacting
correctly,
and
the
common
goals

One
 good
 example
 of
 this
 parable
 is
 the
 are
 being
 approached.
 This
 involves

American
 automobile
 industry,
 where
 elimination
of
disabilities
mentioned
above.

Japanese
 companies
 slowly
 and
 gradually

took
 over
 the
 market
 from
 a
 share
 level
 of
 However,
 the
 management
 team
 is
 built

4%
 to
 40%
 throughout
 1962
 –
 2005.
 If
 from
 humans,
 and
 like
 any
 other
 team,

Japan
 would
 have
 entered
 the
 market
 and
 management
 teams
 can
 also
 fail
 on
 basic

gained
a
share
of
40%
in
one
year,
American
 points.
Like
in
other
teams,
a
member
of
the

companies
would
have
reacted
immediately.
 management
 team
 can
 try
 to
 avoid
 things

However,
they
got
“boiled”
over
time.
 which
 will
 make
 him
 look
 bad.
 In
 normal

situations,
 management
 teams
 usually

perform
 well.
 But
 under
 pressure,
 the

THE
 DELUSION
 OF
 LEARNING

quality
 of
 discussions
 and
 decisions
 will

FROM
THE
EXPERIENCE
 decrease.


It
 is
 certain
 that
 one
 of
 the
 best
 learning
 Usually,
 solving
 an
 urgent
 problem
 is
 the

methods
is
learning
from
direct
experience.
 subject
of
a
management
team
meeting,
and

If
 we
 do
 it
 by
 ourselves,
 we
 learn
 solidly.
 a
 good
 solution
 will
 be
 rewarded.
 On
 the

The
 most
 important
 prerequisite
 of
 this
 other
 hand,
 questioning
 the
 company’s

method
 is
 getting
 feedback.
 We
 need
 to
 see
 current
 policies
 will
 not.
 It
 is
 obvious
 that

the
consequences
of
our
actions
to
“learn”
if
 the
 second
 approach
 is
 more
 important

we
did
it
right
or
not.
 from
 the
 learning
 organization
 point
 of

view.

However,
 when
 we
 are
 acting
 in
 an
 open

system,
 it
 is
 very
 hard
 to
 see
 the
 global

results
of
our
decisions
and
actions.
Primary

consequences
 usually
 lie
 in
 the
 distant

future
 or
 a
 distant
 part
 of
 the
 system.
 The

things
we
learn
in
such
an
environment
can

be
right,
but
they
can
be
wrong
as
well.
Just

because
 something
 seems
 to
 work
 right
 in

our
own
learning
horizon,
doesn’t
mean
that

it
 was
 correct
 generally.
 For
 example,
 real

consequences
 of
 decisions
 in
 R&D
 will
 be

visible
 after
 sales.
 Just
 because
 a
 hair
 dryer

seems
to
weigh
less
after
changing
the
type

of
 plastic
 of
 the
 cover,
 the
 R&D
 scientist

shouldn’t
 hurry
 to
 “learn”
 that
 the
 new

plastic
 type
 is
 better.
 After
 a
 year,
 the

market
share
of
the
hair
dryer
can
decrease

because
“it
feels
cheap”.





 A
 classical
 story
 between
 the
 wind
 and
 sun

demonstrates
 this
 principle
 very
 well.
 The

sun
 and
 wind
 were
 arguing
 about
 their

LAWS
 OF
 LEARNING
 powers.
 The
 wind
 pointed
 a
 man
 and
 blew

ORGANIZATIONS
 strongly
 to
 blow
 off
 his
 coat.
 But
 the

stronger
 it
 blew,
 the
 tightly
 the
 man

In
 this
 section,
 we
 are
 going
 to
 see
 the
 wrapped
 his
 coat
 around
 himself.
 Later
 on,

common
laws
which
make
an
organization
a
 it
 was
 the
 suns
 turn.
 The
 sun
 just
 shined

learning
organization.
 warmer
 and
 brighter,
 and
 very
 soon,
 the

man
took
his
coat
by
himself.

TODAY'S
 PROBLEMS
 COME
 FROM

YESTERDAY'S
"SOLUTIONS."

 BEHAVIOR
 WILL
 GROW
 BETTER
 BEFORE
 IT

GROWS
WORSE


A
 solution
 to
 settle
 a
 problem
 of
 the
 past


may
 affect
 the
 organizations
 current
 The
 key
 word
 of
 this
 law
 is
 “eventually”.

situation
in
a
negative
way.
Consider
a
shoe
 Symptomatic
 cures
 upon
 problems
 will

company
making
a
big
seasonal
discount
to
 make
 things
 look
 better
 for
 a
 while;
 but

compete
 with
 the
 new
 company
 entering
 eventually,
 problems
 will
 arise
 again.
 In
 a

the
 market.
 The
 manager
 may
 have
 saved
 typical
 example,
 a
 software
 developer
 may

the
day;
but
after
the
discount
is
over,
sales
 bypass
 the
 testing
 process
 to
 deliver
 a

may
 decrease
 because
 many
 customers
 delayed
 project
 in
 time.
 From
 the

decided
 to
 rather
 wait
 for
 the
 next
 big
 management
 point
 of
 view,
 the
 developer

discount
 instead
 of
 paying
 lots
 of
 money
 to
 will
 be
 praised
 because
 of
 the
 undelayed

the
famous
brand.
 deployment.
 However;
 over
 time,

application
 failures
 because
 of
 lack
 of

Did
 the
 sales
 manager
 really
 solve
 the
 testing
will
give
the
developer
a
hard
time
at

problem
 of
 the
 new
 competitor?
 Or
 did
 he
 his
 performance
 appraisal.
 Perhaps
 worse

just
 postpone
 the
 problem
 to
 the
 future?
 than
 the
 scenario
 where
 he
 would
 admit

From
 the
 learning
 organization
 point
 of
 that
the
project
delayed.

view,
 long‐term
 effects
 of
 each
 alternative

THE
 EASY
 WAY
 OUT
 USUALLY
 LEADS
 BACK

solution
should
be
considered
carefully
with
 IN

a
broad
vision.


THE
 HARDER
 YOU
 PUSH,
 THE
 HARDER
 THE


SYSTEM
PUSHES
BACK
 This
 law
 reminds
 us
 of
 the
 drunken
 man

who
 is
 searching
 his
 keys
 (which
 he
 lost
 at

some
 dark
 corner)
 under
 the
 streetlight

The
 more
 effort
 you
 expend
 trying
 to
 because
 it
 is
 more
 luminous.
 Insisting
 on

improve
 matters,
 the
 more
 effort
 seems
 to
 familiar
solutions
to
solve
our
problems
will

be
required.
A
dramatic
example
of
this
law
 not
always
carry
us
to
the
best
scenario.

is
 the
 government
 aid
 program
 of
 USA
 for

the
 poor
 cities.
 The
 more
 the
 government
 An
 extreme
 example
 to
 this
 law
 could
 be
 a

provided
 financial
 aid,
 the
 more
 aid
 was
 carpenter
 who
 is
 trying
 different
 type
 of

needed.
 The
 reason
 behind
 this
 hammers
to
get
a
nail
out
of
a
cabinet.
What

phenomenon
 was
 simple:
 People,
 who
 he
really
needs
is
a
pair
of
pincers.

managed
 to
 save
 enough
 money
 simply
 THE
 CURE
 CAN
 BE
 WORSE
 THAN
 THE

moved
 to
 better
 cities.
 At
 the
 same
 time,
 DISEASE

low‐income
 people
 from
 better
 cities

started
 to
 move
 to
 the
 aided
 cities
 to
 take

advantage
of
the
aids.
 Alcoholism
 may
 start
 as
 simple
 as
 social

drinking:
 A
 way
 to
 solve
 the
 problem
 of

work‐related
 stress.
 However,
 continuous
 So
 far,
 it
 has
 been
 stated
 that
 most
 obvious

drinking
can
lead
to
a
much
bigger
problem
 solutions
don’t
always
bring
the
best
results.

in
 the
 long
 run:
 stress
 caused
 because
 of
 a
 However;
 sometimes,
 a
 very
 small
 (but

diseased
 liver.
 In
 organizations
 lacking
 the
 insignificant)
 change
 can
 cause
 a
 very
 big

approach
of
“Learning
Organizations”,
short
 improvement.
 This
 systems
 thinking

term
 solutions
 can
 be
 worse
 than
 the
 concept
is
called
as
“leverage”.

problem
itself
if
not
chosen
carefully.

There
 are
 no
 simple
 rules
 to
 find
 high

FASTER
IS
SLOWER
 leverage
 changes.
 But
 as
 the
 first
 step,
 one

can
 start
 learning
 to
 see
 underlying

structures
rather
than
events.


The
 story
 behind
 this
 law
 is
 old:
 The
 slow

turtle
 wins
 the
 race
 against
 the
 fast
 (but
 For
instance,
when
school
officials
make
the

careless)
rabbit.

 decision
 to
 introduce
 educational
 reforms,

simply
 sitting
 down
 with
 teachers
 one‐on‐
In
 all
 natural
 systems,
 growth
 has
 an
 one
 at
 the
 outset
 and
 easing
 their
 concerns

optimal
 rate
 and
 all
 organisms
 follow
 this
 about
the
impact
these
reforms
will
have
on

rule
 inevitably.
 However;
 most
 of
 the
 their
lives
can
go
a
long
way
toward
paving

organizations
 today
 push
 to
 grow
 as
 much
 the
 way
 for
 a
 smooth
 transition
 to
 new,

and
fast
as
possible,
without
considering
the
 more
effective
teaching
methods.

consequences
 of
 growth.
 When
 growth

becomes
 excessive,
 the
 organization
 will
 YOU
 CAN
 HAVE
 YOUR
 CAKE
 AND
 EAT
 IT

TOO
‐‐‐BUT
NOT
ALL
AT
ONCE

have
 a
 hard
 time
 coordinating
 itself
 and

slow
itself
down.
At
such
a
scenario,
even
its

survival
 might
 be
 at
 risk
 because
 of
 raising

From
 the
 systems
 point
 of
 view,
 some

costs.

dilemmas
 are
 not
 dilemmas
 at
 all.
 For

As
a
managerial
principle,
it
is
a
better
idea
 instance;
 many
 production
 managers
 will

to
 remove
 the
 factors
 limiting
 growth
 tell
that
the
concepts
of
“low
cost”
and
“high

instead
of
pushing
growth.
 quality”
 are
 oxymoron’s
 –
 which
 means,

they
 can’t
 exist
 together.
 
 However,
 the

CAUSE
 AND
 EFFECT
 ARE
 NOT
 CLOSELY
 process
 of
 decreasing
 costs
 and
 increasing

RELATED
IN
TIME
AND
SPACE

quality
 can
 go
 together
 over
 time.
 A
 close

example
is
IKEA
for
instance.
Some
items
in

Ikea’s
 catalogue
 of
 2008
 are
 cheaper
 than

During
 our
 childhood,
 the
 source
 of
 the

the
catalogue
of
2007.
IKEA
stated
that
this

problem
 is
 never
 too
 far
 away
 from
 the

happened
 because
 they
 were
 able
 to

problem
 itself.
 As
 some
 children
 grow
 up

decrease
 the
 price
 because
 of
 the
 high

and
 become
 managers,
 this
 approach
 of

volume
 of
 sales
 and
 new
 production

them
still
exists.
If
there
is
a
problem
in
the

methods.

production,
 they
 check
 the
 production
 line.

If
 salespeople
 can’t
 meet
 their
 targets,
 new
 DIVIDING
 AN
 ELEPHANT
 IN
 HALF
 DOES

salespeople
are
hired
instead.
However;
in
a
 NOT
PRODUCE
TWO
SMALL
ELEPHANTS

complex
 open
 system,
 real
 reasons
 of

organizational
 problems
 may
 be
 far
 away

from
 the
 problem
 itself
 –
 in
 terms
 of
 both
 Open
 systems
 have
 integrity.
 It
 is
 not

time
and
space.
 possible
 to
 take
 a
 part
 of
 a
 system
 and

expect
it
to
function
well
isolated.

SMALL
 CHANGES
 CAN
 PRODUCE
 BIG

RESULTS...BUT
 THE
 AREAS
 OF
 HIGHEST
 Organizations,
 like
 living
 organisms,
 have

LEVERAGE
 ARE
 OFTEN
 THE
 LEAST

integrity.
 Their
 character
 depends
 on
 the

OBVIOUS

whole.
 
 To
 understand
 most
 managerial

issues
you
must
view
the
whole
system
that

generated
 the
 issue.
 
 Of
 course;
 seeing
 The
 next
 step
 is
 to
 change
 behaviors
 of

“whole
 elephants”
 doesn’t
 mean
 that
 every
 people
 so
 they
 learn
 to
 think
 positively.

organizational
issue
can
be
understood
only
 Without
denying
reality,
they
need
to
switch

by
looking
at
the
entire
organization.

Some
 to
 the
 “glass
 half
 full”
 point
 of
 view
 from

can
be
understood
by
looking
only
at
major
 “glass
half
empty”.


functions,
 while
 others
 require
 looking
 at

critical
 systemic
 forces
 within
 a
 functional
 One
 interesting
 example
 to
 this
 step
 comes

area.

The
key
is
the
“principle
of
the
system
 from
 a
 McDonald’s
 restaurants.
 A
 female

boundary”—which
 says
 the
 “interactions
 employee
 wanted
 to
 make
 a
 small
 positive

that
 must
 be
 examined
 are
 those
 most
 change
 in
 her
 customer’s
 lives.
 Therefore,

important
to
the
issue
at
hand,
regardless
of
 she
 started
 to
 make
 a
 small
 contact
 with

parochial
organizational
boundaries.”

 them.
 Whenever
 she
 needed
 to
 return

change,
she
held
her
customers
hand
briefly

However,
 this
 is
 difficult
 in
 practice.
 Most
 in
her
left
hand
while
giving
the
change
with

organizational
 designs
 keep
 people
 from
 her
 right
 hand.
 It
 was
 a
 very
 small,
 gentle

seeing
important
interactions.



 and
 quick
 human
 contact.
 However,
 the

effect
was
great:
People
started
to
line
up
in

front
 of
 her
 even
 when
 other
 clerks
 are

STEPS
 TO
 A
 LEARNING
 more
 available.
 After
 other
 clerks
 noticed

ORGANIZATION
 what
 she
 was
 doing,
 they
 started
 to
 do
 the

same
 thing
 and
 this
 restaurant
 was

In
 this
 section,
 we
 will
 see
 the
 steps
 transformed
 after
 a
 while.
 The
 atmosphere

required
to
transform
an
organization
into
a
 was
 improved;
 and
 as
 a
 result
 of
 that,

learning
organization.
 interactions
 among
 the
 employees
 also

became
more
warm
and
caring.


ASSESSING
LEARNING
CULTURE
 Since
interaction
among
employees
is
one
of

the
prerequisites
of
a
learning
organization,

If
 the
 culture
 of
 the
 organization
 doesn’t
 a
 positive
 climate
 proves
 itself
 to
 be
 a

support
 learning,
 it
 is
 impossible
 to
 worthy
step
towards
it.

transform
 it
 into
 a
 learning
 organization.

Therefore,
 making
 learning
 part
 of
 the

culture
should
be
the
first
(and
perhaps
the
 SAFETY
FOR
THINKING

most
 fundamental)
 step
 towards
 a
 learning

organization.
 The
third
step
is
to
ensure
that
ideas
can
be

expressed
 freely
 in
 the
 organization.
 We
 all

The
 biggest
 barrier
 in
 building
 a
 learning
 heard
of
innovative
thinkers
who
were
fired

culture
 is
 fear
 in
 the
 organization.
 If
 people
 by
their
employers,
only
to
begin
successful

are
 generally
 afraid
 of
 anything
 (the
 boss,
 business
 of
 their
 own.
 A
 much
 more

being
fired,
loss
of
their
position,
etc),
it
will
 common
 story
 is
 shared
 among
 many

be
 very
 hard
 for
 them
 to
 assess
 the
 people
 who
 just
 gave
 up
 coming
 up
 with

qualifications
needed.
Elimination
of
fear
in
 good
 ideas.
 The
 price
 of
 this
 story
 is

the
 organization
 should
 be
 the
 first
 step
 immeasurable,
 which
 is
 consistent
 of
 lost

towards
a
learning
culture.
 creativity
and
stunned
careers.


Another
barrier
is
the
fact
that
some
people
 There
 are
 three
 requirements
 to
 build
 a


hate
change.
If
people
are
ensured
that
they
 thinking‐safe
environment:

will
 be
 given
 the
 tools
 and
 education

required
 and
 the
 uncertainty
 is
 minimized,
 • To
agree
upon
a
structure
supported

resistance
against
change
can
be
minimized.
 by
 the
 organization,
 about
 how
 the

organization
 is
 going
 to
 behave
 in

terms
of
new
ideas

PROMOTING
THE
POSITIVE

 • To
 make
 sure
 that
 people
 will
 other
 and
 themselves
 as
 resources,
 not
 job

nurture
 and
 support
 each
 other
 descriptions.
The
barrier
against
this
type
of

success
 view
 are
 the
 excessive
 bureaucratic

• To
make
people
wear
their
problem‐ structures.
 It
 wouldn’t
 be
 fair
 to
 say
 that

solving
hats
all
the
time
 bureaucracy
 should
 be
 eliminated
 totally.

However,
 it
 shouldn’t
 be
 blocking
 possible

A
 good
 example
 of
 the
 thinking‐safe
 communication
 and
 coordination
 among

companies
 is
 Google,
 where
 employees
 are
 people.


free
to
work
on
projects
of
their
own
in
20%

of
 their
 times.
 People
 are
 not
 only
 Just
like
new
ideas
are
supported
in
a
frame

encouraged
 to
 think,
 but
 they
 are
 also
 of
 reasonable
 risks,
 people
 should
 also
 be

encouraged
to
implement
their
new
ideas
in
 supported
to
each
other
because
no
idea
can

pilot
 environments.
 Successful
 ideas
 are
 be
 implemented
 successfully
 with
 the

then
 implemented
 into
 real
 products
 of
 the
 efforts
of
one
single
person.

company.

PUTTING
 LEARNING
 POWER
 TO

REWARDING
RISK‐TAKING
 WORK


In
 today’s
 partially
 unpredictable
 business
 This
 step
 involves
 insurance
 of
 continuous

environment;
taking
meaningful,
reasonable
 learning
 in
 the
 organization
 not
 only
 in

and
 moderate
 risks
 is
 becoming
 a
 formal
 ways,
 but
 also
 in
 informal
 ways.

prerequisite
 of
 survival.
 Without
 intelligent
 Learning
 should
 not
 only
 occur
 in

risks,
survival
is
impossible.

 classrooms
 and
 formal
 trainings.
 Teaching

and
learning
real
time,
when
and
where
the

In
 some
 cases,
 a
 new
 implementation
 of
 a
 work
occurs,
should
also
be
encouraged.


software
 is
 tested
 for
 months.
 This
 process

includes
 validations
 as
 well.
 However,
 such
 Although
 this
 sounds
 easy,
 there
 are
 three

processes
 will
 cause
 the
 company
 10.000’s
 barriers
 which
 will
 stop
 people
 from

of
 $’s
 per
 month.
 If
 the
 company
 takes
 a
 sustained
learning:

little
 risk
 and
 relies
 on
 the
 capacity
 of
 the

software
 company
 to
 software
 problems
 as
 • The
logical
barrier.
This
arises
when

they
 arose,
 the
 total
 cost
 of
 ownership
 a
 crucial
 piece
 is
 missing
 from
 the

would
decrease
dramatically.

 presentation
 of
 something
 we
 need

to
 learn,
 which
 makes
 it
 impossible

To
 make
 this
 risk
 “reasonable”,
 risk
 of
 data
 for
 us
 to
 understand.
 Most

loss
 can
 be
 minimized
 by
 taking
 daily
 “teachers”
 will
 be
 unaware
 of
 those

backups,
 for
 example.
 Risk
 taking
 is
 not
 gaps.

beating
your
head
against
the
wall.
 • “We
 need
 to
 know
 why
 we
 need
 to

know”.
 This
 barrier
 arises
 when

Building
 a
 culture
 where
 risk‐taking
 is
 “students”
 can’t
 see
 the
 relevance

supported
 and
 mistakes
 are
 tolerated;
 between
 the
 new
 information.
 They

people
 will
 find
 a
 space
 to
 improve
 should
be
informed
why
they
should

processes
 of
 the
 organization.
 Otherwise,
 learn,
and
how
they
can
use
the
new

most
 of
 them
 will
 just
 stick
 to
 the
 safe
 side
 information
to
change
things.


and
do
nothing
else.
 • The
 ethical
 barrier.
 If
 we
 want
 to

learn
 something
 well,
 it
 must
 pass

HELPING
 PEOPLE
 BECOMING
 our
personal
ethical
standards.


RESOURCES
 Upon
elimination
of
these
barriers,
learning

will
show
its
true
power.

The
 fifth
 step
 involves
 a
 change
 in
 the

visions
 of
 employees.
 They
 should
 see
 each


 make
 something
 happen.
 If
 you
 change
 one

element,
the
whole
system
will
be
affected.



MAPPING
THE
VISION
 Meaning
 and
 importance
 of
 systems
 theory


has
 already
 be
 underlined
 in
 the
 previous

In
 the
 section
 “Building
 A
 Shared
 Vision”,
 chapters.
 As
 a
 step
 towards
 learning

the
 importance
 of
 a
 common
 vision
 was
 organizations,
 it
 is
 important
 to
 make
 sure

already
 underlined.
 The
 common
 vision
 that
 “systems
 thinking”
 is
 more
 than
 a

appears
 as
 the
 seventh
 step
 toward
 a
 simple
entry
in
the
corporate
policy.
People

learning
 organization.
 When
 set
 clearly,
 a
 should
be
thinking
and
acting
like
a
system,

shared
 vision
 and
 a
 shared
 set
 of
 goals
 will
 inevitably
an
“open
system”.

build
 a
 collective
 intelligence,
 in
 which

genuine
efforts
can
be
observed.

GETTING
THE
SHOW
ON
THE
ROAD

The
 important
 point
 is;
 the
 common
 vision

should
 belong
 to
 everyone,
 and
 everyone
 This
last
step
is
actually
not
a
“real”
step.
It

should
 be
 able
 to
 find
 common
 points
 implies
that
we
should
make
sure
that
all
of

between
 the
 common
 vision
 and
 their
 the
previous
steps
are
brought
together,
and

personal
visions.
 that
they
are
sustained
throughout
the
time.


Instead
 of
 telling
 what
 everyone
 should
 be

doing
 in
 the
 ideal
 case,
 the
 leader(s)
 of
 the

BRINGING
VISION
TO
LIFE
 organizations
 have
 to
 make
 sure
 that
 these

ideal
 cases
 are
 actually
 implemented
 as

Having
a
vision
is
nice.
But
a
vision
without

much
as
possible.

actual
implementation
is
useless.
Therefore,

the
 next
 step
 in
 building
 a
 learning

organization
 is
 to
 make
 the
 required

implementations.
 Employees,
 who
 means

the
 organization,
 should
 observe
 actual

changes
 towards
 the
 vision.
 This

reinforcement
 will
 motivate
 them
 to
 do

more.


A
 very
 long
 term
 oriented
 vision


reinforcement
 beyond
 the
 patience
 of

employees
will
not
help
anyone.
The
path
to

the
vision
should
be
built
so
that
employees

should
be
able
to
get
feedback
continuously.



CONNECTING
SYSTEMS


In
 an
 organizational
 environment,
 many


people
 will
 use
 the
 term
 “system”
 in

different
 meanings,
 but
 most
 of
 them
 will

lack
the
real
meaning
of
it.
What
they
mean

by
 “system”
 is
 usually
 an
 illusion
 built
 by

bureaucratic
 imagination.
 This
 illusion
 will

slow
 things
 down
 and
 make
 everything

complicated.


Systems
 theory
 is
 supposed
 to
 help
 us
 see


how
 different
 elements
 work
 together
 to


 Another
 role
 of
 the
 leader
 in
 a
 learning

organization
 is
 to
 build
 a
 learning
 climate

and
 sustaining
 it.
 This
 means,
 the
 leader
 is

LEADERSHIP
 IN
 LEARNING
 not
expected
to
teach
everything
by
himself

ORGANIZATIONS
 (it
 is
 very
 hard,
 if
 not
 impossible,
 to
 find
 a

leader
who
knows
it
all
anyway).
The
leader

Among
 all
 other
 factors,
 style
 of
 leadership
 is
 expected
 to
 encourage
 and
 reward

plays
 a
 very
 significant
 role
 in
 the
 creation
 learning
 in
 the
 organization.
 Learning

of
 a
 learning
 organization.
 Classical
 should
become
one
of
the
common
practices

understanding
 of
 leadership
 will
 not
 be
 in
the
organization.

enough.
 The
 leader
 of
 a
 learning

organization
 will
 hold
 multiple
 roles
 at
 the
 LEADER
AS
STEWARD

same
 time,
 which
 we
 will
 cover
 in
 this

section.
 The
 servant
 leader
 is
 servant
 first,
 leader

after.
 It
 is
 different
 from
 the
 classical

approach
 where
 people
 tend
 to
 become

LEADER
AS
DESIGNER

leaders
first,
and
serve
afterwards.


Many
 people
 would
 tend
 to
 define
 a
 leader

Stewardship
 of
 leaders
 involves
 the
 desire

as
 “the
 captain”
 of
 the
 ship.
 However;
 what

of
serving
other
people
and
becoming
useful

good
result
can
the
order
“steer
30
degrees

to
 them.
 This
 approach
 is
 based
 upon
 the

west”
 bring
 if
 it
 takes
 6
 hours
 to
 turn
 the

idea
 that
 if
 the
 leader
 focuses
 on
 satisfying

wheel?
 This
 would
 be
 the
 fault
 of
 the

the
 real
 needs
 of
 employees,
 they
 will

designer
of
the
ship,
right?

become
 much
 more
 productive,
 and
 things

Before
 considering
 becoming
 a
 captain,
 the
 will
 work
 out
 fine.
 After
 all,
 it
 is
 the

leader
 in
 an
 organization
 should
 consider
 employees
 who
 do
 all
 the
 work,
 not
 the

becoming
 the
 designer
 of
 the
 organization.
 leaders.

It
 is
 fruitless
 to
 be
 the
 leader
 in
 an

This
leadership
style
also
involves
serving
a

organization
that
is
poorly
designed.

larger
purpose
than
the
leader
himself
since

A
 typical
 case
 of
 “Leader
 as
 Designer”
 all
 genuine
 commitment
 is
 to
 something

principle
occurs
at
ERP
implementations.
In
 larger
 than
 oneself.
 The
 “something”
 is

a
good
ERP
implementation
project,
you
will
 ideally
the
organizational
mission
/
vision.

see
 managers
 and
 the
 IT
 staff
 working

together
 in
 the
 same
 room,
 designing
 and
 TRANSFORMATIONAL
LEADERSHIP

tailoring
 the
 digital
 infrastructure
 of

business.
 A
 project,
 where
 managers
 don’t
 We
have
inspected
the
different
“roles”
of
a

touch
 anything
 in
 the
 designing
 phrase,
 leader
 in
 a
 learning
 organization.
 But
 what

would
be
fruitless
because
after
the
go‐live,
 about
 the
 leadership
 style?
 Contemporary

they
 would
 have
 a
 hard
 time
 trying
 to
 studies
 make
 a
 distinction
 between
 two

manage
their
business
system
which
wasn’t
 leadership
 styles:
 transactional
 and

designed
by
them.
 transformational
 leadership.
 It
 is
 an
 easy

guess
 that
 learning
 organizations
 require

transformational
leaders.

LEADER
AS
TEACHER

Concept
 of
 transformational
 leadership
 has

Standard
 teachers
 focus
 on
 what
 they
 are

the
 assumption
 that
 people
 will
 follow
 a

teaching
and
how
they
do
it.
Great
teachers,

person
 who
 inspires
 them;
 and
 that
 the

on
 the
 other
 hand,
 create
 a
 space
 for

inspirer
 can
 achieve
 great
 things
 if
 he/she

learning
and
invite
people
into
it.


has
 the
 vision
 and
 passion
 by
 injecting

enthusiasm
and
energy
to
the
followers.


Such
 leaders
 successfully
 develop
 and
 sell
 INDIVIDUALISM
VS
COLLECTIVISM

their
 visions,
 and
 make
 sure
 that
 everyone

shares
them.
We
have
already
discussed
the
 Systems
thinking
requires
people
to
see
and

importance
 of
 a
 shared
 vision.
 Therefore,
 a
 evaluate
 everything
 as
 a
 whole.
 Empirical

visionary
leadership
style
will
be
the
best
fit
 study
 has
 shown
 that
 people
 from

to
a
learning
organization.
 individualistic
 cultures
 understand

microeconomics
 better,
 while
 people
 from

collectivist
 cultures
 understand

CULTURE
 AND
 LEARNING
 macroeconomics
 better.
 Based
 upon
 this

ORGANIZATIONS
 information,
we
can
assume
that
collectivist

people
are
used
to
live
and
act
in
a
“system”

In
 this
 chapter,
 we
 will
 discuss
 the
 of
 other
 people;
 therefore,
 they
 are
 more

relationship
 between
 culture
 and
 learning
 used
 to
 think
 about
 cause‐effect
 relations

organizations.
 Dimensions
 of
 Geert
 system
wide.

Hofstede’s
 cultural
 studies
 will
 be
 our

starting
point.
 An
 organization
 with
 individualistic

members
 should
 try
 to
 improve
 their

members
 systems
 thinking
 with
 open

LEVEL
OF
POWER
DISTANCE
 discussions
 and
 transparent
 decision

making
 processes.
 If
 they
 observe
 systems‐
The
 first
 step
 in
 creating
 a
 learning
 thinking
 based
 decisions
 long
 enough,
 they

organization
 is
 to
 assess
 a
 learning
 culture.
 will
get
used
to
think
and
act
that
way.

We
 have
 seen
 that
 the
 most
 significant

barrier
against
this
requirement
is
fear.

 On
 the
 other
 hand;
 members
 of

individualistic
 cultures
 tend
 to
 believe
 that

In
 cultures
 with
 high
 levels
 of
 power
 they
 can
 take
 initiative
 and
 change
 things,

distance,
 especially
 when
 leaders
 with
 high
 while
collectivist
people
tend
to
believe
that

levels
of
authority
are
in
question,
a
climate
 they
can’t
change
anything
and
everything
is

of
 fear
 may
 arise.
 This
 will
 surely
 have
 a
 predetermined.
 When
 change
 is
 involved,

negative
effect
on
organizational
learning.
 individualistic
 people
 will
 have
 their

advantage
 because
 if
 someone
 doesn’t

Communication
 is
 another
 key
 concept
 in

believe
 that
 he/she
 can
 do
 something,

learning
organizations.
High
power
distance

he/she
probably
can’t
do
it.

will
 affect
 vertical
 communication
 in
 a

negative
way.

MASCULANITY
VS
FEMININITY

Another
 key
 point
 is
 “change”.
 In
 cultures

with
 high
 power
 distance,
 change
 will
 be
 Positivity
 is
 an
 important
 point
 in
 learning

implemented
 by
 the
 top
 management
 organizations;
 which
 is
 provided
 better
 in

vertically.
 In
 cultures
 with
 low
 power
 cultures
 with
 high
 femininity.
 Therefore;

distance,
 change
 will
 be
 implemented
 creating
 a
 positive
 climate
 will
 be
 easier
 in

cumulatively
 and
 horizontally.
 In
 terms
 of
 such
cultures.

change,
 cultures
 with
 low
 power
 distance

will
have
their
advantage.

UNCERTAINTY
AVOIDANCE

Considering
 these
 facts,
 we
 can
 say
 that
 a

moderate‐to‐low
 level
 of
 power
 distance
 is
 In
cultures
with
high
uncertainty
avoidance,

needed
 to
 build
 a
 healthy
 learning
 people
will
tend
to
escape
from
change
and

organization.
 In
 cultures
 with
 high
 power
 risk
taking;
which
are
key
points
of
learning

distance,
 people
 can
 try
 to
 soften
 the
 organizations.
 Therefore,
 cultures
 with
 low

barriers
 by
 creating
 common
 social
 uncertainty
 avoidance
 will
 have
 a
 big

environments.
 advantage
in
this
scope.

For
 refreshment,
 you
 can
 re‐read
 the
 • Psychological
 issues
 related
 to

sections
 “Assessing
 learning
 culture”
 and
 learning

“Rewarding
risk
taking”.

The
 British
 project
 examined
 the
 following

points:

SCOPE
OF
ORIENTATION

• Pedagogical
 issues
 related
 to
 the

A
learning
organization
will
favor
long
term
 quality
of
the
electronic
material

orientation
 instead
 of
 short‐term
 solutions
 • Investigating
 concepts
 of
 E‐
which
 cure
 symptoms
 only.
 It
 is
 easy
 to
 Learning;
 such
 as
 instructional

guess
 that
 cultures
 with
 long
 term
 design,
 accessibility,
 learner‐
orientation
will
build
learning
organizations
 centeredness

much
 easier
 than
 cultures
 with
 short
 term

orientation.

METHODOLOGY

For
 refreshment,
 you
 can
 re‐read
 the

sections
 “Fixation
 on
 events”,
 “The
 parable
 EU

of
 the
 boiling
 frog”
 and
 “Shifting
 the

burden”.
 The
 European
 project
 employed
 qualitative

methods
 to
 explore
 questions
 in
 28
 case

studies
with
four
organizations
from
each
of

SAMPLE
 ARTICLE
 ON
 the
seven
countries.
Researchers
conducted

LEARNING
ORGANIZATIONS
 semi‐structured
 interviews
 with
 managers,

HRD
professionals
and
employees.


In
 this
 section,
 we
 are
 going
 to
 inspect
 a

journal
 about
 learning
 organizations.
 The
 At
the
second
stage,
the
findings
of
the
first

article
 in
 question
 is
 “Factors
 Influencing
 stage
 were
 tested
 with
 a
 questionnaire

Learning
 in
 Work”,
 and
 is
 written
 by
 Sally
 survey
 of
 140
 organizations
 across
 Europe,

Sambrook.
 targeted
at
senior
HRD
professionals.


ABSTRACT
 UK


The
UK
study
involved
159
employees
from

This
 article
 reports
 on
 factors
 influencing

the
 North
 Wales
 area.
 There
 was
 a
 wide

learning.
 The
 research
 has
 been
 conducted

spread
 of
 age
 and
 experience
 among

in
 two
 different
 companies
 (European
 and

participants.
 Five
 different
 E‐Learning

UK‐based).
The
UK‐based
project
focused
on

materials
 were
 selected,
 offering
 a
 range
 of

computer‐based
 learning,
 while
 the

subjects
 and
 required
 level
 of
 IT
 skills.

European
 project
 focused
 on
 the
 role
 of

Participants
were
free
to
select
the
material

human
 resources
 department
 on
 lifelong

they
 liked.
 They
 worked
 on
 their
 selected

learning.
The
journal
researched
E‐Learning

material
 in
 their
 own
 time,
 and
 they
 were

findings
 because
 of
 the
 increasing

asked
 to
 complete
 the
 Learner
 Evaluation

popularity
of
E‐Learning
systems
lately.


Tool
in
the
Likert‐style.

This
 article
 aims
 of
 shifting
 the
 focus
 of

This
 tool
 comprised
 91
 statements
 in
 five

training
to
the
focus
of
learning.

categories:

The
 European
 project
 examined
 the

• General
issues

following
points:

• Access
issues

• Sociological
 aspects,
 such
 as
 • Design
issues

organization
 of
 work
 and
 changing
 • Issues
 related
 to
 the
 quality
 of

functional
roles
 learning
experience

• Learning
outcomes

They
 were
 also
 asked
 to
 write
 their
 • Pragmatics
Theme

comments.
 Our
 article
 is
 focused
 on
 these
 o Amount
of
time

comments.
 The
 comments
 were
 analyzed
 o Amount
 of
 resources
 &

using
content
analysis.
 investment


VARIABLES
 UK


The
 UK
 project
 identified
 individual
 factors


EU
 as
IT
skills,
confidence,
fear
and
motivation.

Here
 are
 the
 most
 significant
 factors

The
 variables
 in
 this
 article
 varied
 in
 three
 defined:

different
 levels:
 organizational,
 functional

and
 individual.
 These
 included
 the
 • Userfriendlyness:
 The
 extent
 to

organization
of
work,
organizational
culture,
 which
the
material
is
easy
to
use

available
 resources
 and
 skills
 &
 attitudes
 &
 • Presentation:
 Clear
 and
 accurate,

motivations
of
managers
and
learners.
 no
mistakes
such
as
spelling
errors

• Graphics:
 Number
 and
 quality
 of

The
 variables
 affecting
 learning
 in
 images

organizations
are
the
following:
 • Interest:
 Whether
 the
 material

generates
interest
or
boredom

• Motivation
Theme

• Information:
 The
 amount
 and

o Level
of
motivation

quality
 of
 information
 (too
 little
 or

o Role
clarity

overload)

o Level
 of
 self‐confidence

• Knowledge:
 The
 extent
 to
 which

(responsibility)

new
knowledge
is
gained

o Rewards

• Understanding:
 Whether
 the

o Enthusiasm
in
learning
itself

material
 is
 easy
 of
 difficult
 to

o Confidence
to
learn

understand

• HRD
Theme

• Level:
 Whether
 the
 material
 is
 too

o Role
clarity

basic
or
too
deep

o Perception
 level
 of
 HRD

• Type
 of
 learning:
 Whether
 deep

(support
 function
 vs.

learning
or
rote
learning

strategic
partner)

• Language:
 Whether
 the
 language

• Culture
Theme

was
too
difficult
to
follow

o Strength
of
learning
culture

• Text:
 The
 amount
 of
 text
 and
 the

o Managerial
support

balance
with
graphics




MODEL
&
FINDINGS


EU




HRD
&
 Managerial


 Resources
 support






 Training
 Learning




Strength
of
 Motivation


 learning

culture




UK




Presentatio Graphics
&


 User‐ n
 Text
 Information

friendly






Training
 Learning





 Knowledge
 Type
of


 Understand.
 Level
 learning







A
HOLISTIC
MODEL


Organiza)onal


Individual
 Func)onal




ICT
Learning
Materials

• Userfriendly

• Graphics

• etc


Learning
Materials

• Presenta)on

• Structure

• etc


Learning

• Type
of
learning

• Outcomes

• etc




instance;
one
participant
may
find
the
same

FINDINGS
 training
too
 shallow,
 while
 another
one
 can

find
 it
 too
 deep.
 Therefore,
 managers
 must

COMMON
 be
 careful
 about
 analyzing
 the
 level
 of
 the

participants
of
the
training
first.

The
remarkable
thing
about
both
researches

is
 that
 the
 moderating
 variables
 are
 EU

subjective
 rather
 than
 objective.
 For

Findings
 from
 the
 EU
 research
 could
 be
 o Knowledge

constructed
 into
 three
 categories:

 o Understanding
level

Organizational,
functional
and
individual.
 o Type
Of
Learning

• Learning
Materials

UK
 o Presentation

o Interest

Findings
 from
 the
 UK
 research
 could
 easily
 o Information

be
 constructed
 into
 three
 categories:
 o Language

Learning,
 learning
 materials
 and
 computer‐ • Computer
based
learning
materials

based
learning
materials.
 o User‐friendly

o Text

• Learning
 o Graphics


CONCLUSION


In
 this
 paper,
 the
 idea
 of
 learning
 organization
 was
 discussed.
 After
 general
 definitions
 of

organizational
 learning,
 the
 disciplines
 of
 learning
 organizations
 and
 learning
 disabilities
 were

inspected.
Laws
of
learning
organizations
and
steps
towards
a
learning
organization
were
also

discussed.
 At
 the
 last
 part,
 we
 have
 seen
 the
 leadership
 styles
 and
 cultural
 dimensions

influencing
a
learning
organization.


As
a
conclusion,
we
can
say
 that
 becoming
a
 learning
 organization
 is
 not
 a
 goal
 in
itself;
 it
 is
 a

path
 towards
 an
 ideal
 model
 which
 can
 probably
 never
 be
 fully
 reached.
 Because;
 if
 you
 think

that
your
company
has
reached
this
goal,
you
probably
started
to
stop
learning.
This
process
will

require
sustained
transformation
and
change
in
the
organization,
which
can
only
be
made
by
a

transformational
leader
and
its
open
minded
employees
who
keep
communicating
in
every
way

possible.


REFERENCES


Chawla,
 S.,
 Renesch,
 J.
 (1995)
 Learning
 Organizations:
 Developing
 Cultures
 for
 Tomorrow’s

Workplace.
New
York:
Productivity
Press.


Kline,
P.,
Saunders,
B.
(1998)
Ten
Steps
to
a
Learning
Organization.
Utah:
Great
River
Books.


Robbins,
S.P.
(2005)
Organizational
Behavior.
New
Jersey:
Pearson
Education
Inc.


Sambrook,
 S.
 (2002)
 Factors
 Influencing
 Learning
 in
 Work,
 Journal
 of
 European
 Industrial

Training,
24(2/3/4),
pp.
209‐219.


Senge,
 P.M.
 (2006)
 The
 Fifth
 Discipline:
 The
 Art
 &
 Practice
 of
 the
 Learning
 Organization.
 New

York:
Doubleday.


http://www.changingminds.org



http://www.wikipedia.org