چگونه می توان یادگیری سازمانی را مدل سازی و اندازه گیری کرد؟

This paper introduces questions pertaining to the nature of organizational learning and how it can be measured and modeled. The four papers that constitute this special issue on organizational learning are summarized. The nature of organizational learning found in these papers is described in terms that extend a commonly accepted definition of individual learning. A model of organizational learning consistent with these papers and based on a socially-situated, information-processing view of learning is developed along with associated measures of learning appropriate to the models. Aspects of a model of organizational learning and associated measures are then presented along with suggestions for further investigation in the area of organizational learning.

The title of this paper is in the form of a question: how can organizational learning be modeled and measured? This is a complex question in the sense that it presumes an answer to another question, namely whether or not there is a phenomenon called organizational learning that can be investigated as the subject of disciplined research. It was this prior question which animated discussions of the Evaluation and program planning editorial board early in 2004. The culmination of those discussions was a decision to devote a special issue to the topic even though there was no consensus about the nature or existence of phenomena properly called organizational learning. Two special issue editors were identified to lead the effort1. A call for contributions developed by the special issue editors was issued in the Fall of 2004. Topics that were specifically mentioned in the call for papers included: • Conceptual framework—what is the nature of the phenomena referred to as organizational learning? In what sense do organizations learn and how might this be measured? Is there a reliable theory of organizational learning? • Models of organizational learning—what useful models of organizational learning exist? Are there models at the macro (organizational) level as well as at the micro (individuals acting collectively) level that are useful for evaluation and planning? What techniques for modeling these phenomena have proven useful? • Measures of organizational learning—what measures of organizational learning been proposed and implemented and how have they impacted organizations? • Implications for management and economic planning—what are the implications for management and for planning sustainable growth in various settings and situations based on organizational learning research? Four papers representing authors in North America and Europe survived the selection and editorial process. These papers address the topics in different ways and from different perspectives. We briefly summarize each of the papers and then explore the four topics identified above. We conclude with thoughts about useful directions for further research on organizational learning in the context of evaluation and program planning.

We set out with the goal of exploring the landscape of organization learning. What is organizational learning? What relevant models of organizational learning exist? What relevant measures of organizational learning can be derived from these models? How are these measures relevant to program planning and evaluation? We believe that organizational learning refers to a set of recognizable phenomena that have analogues in individual learning (e.g. measurable changes). Models of organizational learning closely parallel socially-situated, information-processing models of individual learning. The ability to formulate goals, modify those goals over time in response to changing circumstances, and monitor progress in achieving common goals are key aspects of organizational learning. Relevant measures and scales pertinent to organization learning are identified in the various papers in this special issue and elsewhere. In sum, our conclusion is that organizational learning is a nascent science with important implications for society. When problems are ill-structured, involve many interrelated factors, and require decision-making without complete information, it is admittedly difficult to assess how well an individual or an organization is performing. As a consequence, it is difficult to assess progress of learning and evaluate alternative interventions intended to promote learning and performance. Many of the problems relevant to organizational learning fall into this category. While such problems are difficult to resolve, they are critical to the success of many organizations and vital to sustained progress.