The responsible learning organization

Abstract

Purpose This study aims to investigate whether the learning organization, as envisioned by Peter Senge in The Fifth Discipline (1990), facilitates responsible innovation. Design/methodology/approach The authors analyze the component characteristics of the learning organization as defined by Senge (1990) to identify any conceptual or causal connections to responsible research and innovation (RRI). To define RRI, the authors make use of a commonly cited framework from the academic literature that is consistent with the vision of RRI promoted in European Union policy. Findings The authors find significant complementarities between being a learning organization and practicing responsible innovation. Some of the practices and characteristics of a learning organization in the sense of Senge (1990) do not merely facilitate RRI, they are RRI by definition. One important caveat is that to qualify as a responsible innovator according to the proposed framework, an organization must involve external stakeholders in the innovation process, a requirement that has no parallel in The Fifth Discipline. The authors conclude that there is at most a small step from being a learning organization to becoming a responsibly innovating learning organization. Originality/value The authors propose a reconsideration of the scope of applicability of Senge’s theory, opening new possibilities for drawing inspiration from The Fifth Discipline 30 years after the book was first published. The authors conclude that there may be significant non-economic advantages to being a learning organization, and that The Fifth Discipline may be more valuable for its ethical perspectives on the organization than as a prescription for how to achieve business success.

Social labs as temporary intermediary learning organizations to help implement complex normative policies. The case of Responsible Research and Innovation in European science governance

“…More importantly, they present a useful form for learning in settings "where people continually expand their capacity to create results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together" (Senge, 1990, p. 3). Our results support Hansen et al (2020) in their claim that RI and RRI on the one hand and habits practiced by a learning organizationin our case, a Social Labon the other hand, reinforce one another. What our findings add to their insights is that this relation holds true also for non-for-profit organizations, and notably one in a transient, intermediating role, in a networked governance setting.…”

Anteseden Model Kinerja Tenaga Kependidikan Universitas Jambi : Analisis Structural Equation Modelling

“…Hubungan yang menyatakan bahwa Manajemen Pengetahuan berkontribusi pada inovasi ini didukung oleh (Hansen et al, 2020;Örtenblad, 2018), yang menganggap peran Manajemen Pengetahuan sebagai mediasi terhadap kinerja organisasi. Sementara itu dengan menciptakan organisasi yang efisien dengan mengadaptasi, mentransformasikan, mengembangkan, dan mentransformasikan masa depan mereka untuk memenuhi tuntutan, permintaan, dan aspirasi masyarakat luar dan dalam organisasi (Abbas et al, 2020;Grimsdottir & Edvardsson, 2018;Habtoor et al, 2018;Sujatha & Krishnaveni, 2018).…”

Organization Development Interventions of Asilo de San Vicente de Paul, 2015-2018: A Developmental Study

“…Due to these associations, a close relationship between the status of a learning organization and the positive organizational outcomes are being drawn. In some cases, positive effects on the organization's ethics and morale is often a result of a high learning organization status (Hansen, Jensen, & Nguyen, 2020).…”