The Role of Evaluative Enquiry in Creating Learning Organizations

Dialogue‐Based Evaluation as a Creative Climate Indicator: Evidence from the Pharmaceutical Industry

“…A dialogue may thus be looked on as an organizational inquiry (Duncan & Weiss, 1979) or as a strategic conversation (Van der Heijden & Eden, 1998). In contrast to discussion, which sometimes preserves the status quo for individuals by its vertical control-based nature, dialogue is a communal activity through which collectives learn and change (Preskill & Torres, 1999; see also Hodgkinson & Sparrow, 2002). Dialogue is an important precondition for advanced horizontal learning forms in organizations, such as co-configuration.…”

Science-based stakeholder dialogues: Theories and tools

“…There are various communication tools that can enhance team learning (cf. Preskill and Torres, 1999). In a focus group session a small number of people meet to discuss, while a World Cafe´session provides opportunities for a larger group to share and collect the variety of views.…”

Beyond the learning process and toward the knowledge creation process: Linking learning and knowledge in the supportive learning culture

“…Systematic supports should be promised in the form of continuous inquiry, communication, and learning; the collaborative reflective thinking process and creative knowledge sharing; and strategic leadership, knowledge resource system, and chances of empowerment within organizations (Watkins & Marsick, 1993). System support factors must be actively engaged simultaneously at the individual and organizational levels, allowing diverse perspectives and creativity to prosper in individuals' learning processes (Senge, 1990;Watkins & Marsick, 1993); securing interpersonal trust among organizational members in their communication channels (Nonaka & Takeuchi, 1995;von Krogh et al, 2000); facilitating reflective thinking and evaluation to improve current work practices and performance (Preskill & Torres, 1999;Sessa & London, 2006); establishing an atmosphere encouraging collaborative problem solving (Marquardt, 1996(Marquardt, , 2002; seeking group dynamics to vitalize each sector of the organization (Jones, 2006); encouraging group collaboration, self-initiation, and empowerment; and collaboratively building a shared resource system (Garvin, 2000;Senge, 1990;Marsick & Watkins, 1999;Watkins & Marsick, 1993). One critical consideration is how to strategically use human resource development and performance technology systems to promote those factors and enablers for organizational learning and knowledge creation.…”