¿Por qué fracasa el aprendizaje organizacional? en busca de algunas causas probables

Abstract

His article aims to give an initial inspection on organizational learning, consisting of assuming it as a hard subject due to its exhaustive analysis within the administrative literature in recent years. Organizational learning is also acknowledged, in strictu sensu, as the capability to create and generalize the new ideas having impact throughout many boundaries, through concrete administrative initiatives. Nevertheless, this organizational learning vision in the word of Ricardo Sotokaira and Lilia Naybe implies a sole cycle of feedback, which renders it incomplete, since it does not show way in which the judgment capability to decide is constituting and changing. For Sterman, as for most of the researchers on systems dynamics nowadays, this capability refers to the mental models (one of the five discipline proposed by Peter Senge in 1993). Due to the above, and in order to solve the central hypothesis here stated, which is subjacent in the “natural” organizational learning: organizational learning is a double-cycle feedback process, which uses mental models as goods and simultaneously as main products whose efficiency is limited by certain condition emanating from the organizational reality and from nature of decision-making itself.