1 One definition of organizational learning, from Senge (1990),
proposes that it is a process by which a firm and its people develop their
capabilities to create a desired future. This definition was developed through
cumulative insights that came from years of systems dynamics in improving
organization's decision-making processes. This way of defining and promoting
organizational learning has particular implications. It implies that goals are
developed and shared, that a reliable and replicable process can be created to
attain goals, and that a feedback system can be devised that produces valid
information to evaluate progress and attainment of goals. This definition is
consistent with the requirement to capture both collective action and reasoning
processes in documenting organizational learning.
2 For a description of field research projects in organizational
learning see Roth and Senge (1996). Argyris, Putnam and Smith (1985: 8-9)
define the components of action research to include: 1) the learning project
was designed with company partners; 2) a learning cycle was used in planning
research and project activities; 3) tools and techniques for thinking and
learning were taught; 4) learning and development were promoted by building
capacities of people in the organization; and 5) new theories, methods, and
tools for learning were tested while seeking to improve business results.
3 Field projects promoting learning techniques in organizations took
place at two other vehicle manufacturing companies, an electronic components
manufacturer, two different semiconductor manufacturing firms, a
telecommunications company, a transportation services company, and two
telecommunication companies.
4 The six themes in the AutoCo learning history are "Hard results,
soft concerns" (when managers paid attention to human issues like openness and
fostering trust, would teams be able to produce better business results),
"Setting an example of non-authoritarian leadership" (the philosophy which
guided the changes were a non-authoritarian and participative approach to
project leadership), "Learning labs: Teaching techniques for thinking
differently" (as analytic tools provided techniques putting philosophy into
action managers "taught their talk" in managerial practice field sessions for
program engineers), "Combining engineering innovation with human relations: The
Harmony Buck" (new technical ideas joined with a human relations approach that
encourages people to apply the technical ideas effectively), "Partnerships"
(functionally based people were drawn together in ways that bridged differences
and focused on action with collaboration), "Process innovation in the context
of a large organization" (how the process innovations in the team were brought
into larger management forums and the various ways in which the larger AutoCo
organization responded to the Epsilon team).