By Andrew Sense (auth.)
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2002), but essentially they all revolve around a theme of an LO being one that is ‘continually expanding its capacity to create its own future’ (Senge, 1990: 14). This theme incorporates a notion of organizational competence and development through continuous learning, by individuals within the organization and by the organization itself (by way of altering organizational norms, behaviours, values and communal mental maps). , 2002; Saint-Onge and Wallace, 2002). Clearly, the learning and learning processes of individuals and groups (being the agents of OL), and the utilization of that learning in developing new systems and practices for the organization are central to this theme of an LO (Galer and Van Der Heijden, 1992; Dodgson, 1993).
G. g. social frameworks, political imperatives, physical and psychological support systems) and behaviour (actions). That is, each of those factors influences the others in an interlocking fashion (Bandura, 1977; Kolb, 1984). These transactions between the person and the environment highlight the interdependency of both the individual and the environment in affecting change, behaviour and learning processes. Specifically, Kolb (1984) describes two dialectically related modes of grasping one’s experience.
These reported empirical examples also embody the learning dynamics observed across the full membership of the case study project team. 4 The structure of this book In an orderly way, the seven chapters within this book introduce and discuss a raft of conceptual and pragmatic issues about learning in the project environment. In the majority of the chapters hereafter, the conceptual discussions are intermingled with the rich empirical illustrations (quotations, vignettes and stories) from the project case study.