It has been assumed that organizational learning will lead to improved organizational performance. Thus, the purpose of this study was to examine the relationship between organizational learning (OL) practices as perceived by the employee, and employ ee performance as assessed by supervisors. Measures of organi zational learning derived from Senge's (1990) conceptualization were used in a survey of 172 employees and 71 supervisors from six not-for-profit organizations. The employees worked in a variety of jobs, from receptionist to counselor. In hierarchical regression analyses, the only OL practice that predicted supervisors' ratings of employee overall job performance was individual management of mental models. The other organizational learning practices -sys tems thinking, shared vision, personal mastery, and team learning -were not predictive of overall job performance. Personal mas tery did not predict performance, perhaps due to the type of jobs the participants held. None of the organizational practices predict ed contextual performance. This may also reflect the jobs and organizations included in the study.O rganizational learning (OL) is the to learn in order to be more innovative, process of improving actions within improve their effectiveness, and ensure organizations through better knowledge their basic survival (McGill, Slocum, & and understanding (Fiol & Lyles, 1985). Lei, 1992). Thus, many organizational Companies that engage in OL encourage learning theorists assume that OL will their employees to learn, innovate, take lead to improved organizational performrisks, and question established ways of ance. However, little empirical evidence solving problems.Practitioners and exists to support this notion (Lundberg, researchers argue that organizations need 1995; Slater & Narver, 1995). In addition,
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