Replying to LO24015 --
A university student wrote:
> I would like information about the pros and cons of the learning
> organization.
In some circumstances a 'learning organisation' becomes desirable. Such
circumstances usually contain: steadily changing values and methods, fast
disappearing knowledge/skills, emergence of unexpected errors,
non-reducible environmental disturbances, non-instructable participants,
problems of interdependence, lack of alignment in actions, etc.
By implication, in circumstances where these features play a relatively
less significant role, 'learning organisations' may not be as relevant
there.
EXAMPLE: Suppose I have an environment (e.g., the environment demarcated
by the natural number system) that does not produce unexpected errors, has
no 'participants' in the true sense, obeys specified rules os operation,
etc. In this environment one might define a 'mapping' as an organisation.
This mapping is akin to a 'trivial machine' (the term is from Ross Ashby).
It need not be a 'learning organisation'. [I may be a little controversial
here!]
DP
----------------
Prof. D. P. Dash
Xavier Institute of Management
Bhubaneswar 751013
India
New E-Mail: dpdash@ximb.ac.in
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