Establishes our perspective for shared organizational learning processes, cycles, and systems. These learning phenomena are usually tacit, i.e. the organization is only dimly aware of them. These tacit phenomena drive both decision and action and, because they are tacit, they are self-organizing and are normally not analysed. In order to develop effective learning systems, the organization must explicitly articulate and design these learning processes, cycles, and systems. The "learning unit" is introduced as the essential element where learning development must focus for improved organizational performance. Begins to develop the implications of this perspective for organization theory, organizational practice, and the art of management. Organizational learning can drive organizational transformation if these phenomena are properly planned, designed, and facilitated.

Explains a process the authors have enacted several times for facilitating organizational self-reflection, which they call "reflective inquiry". Shows how the process is based on the authors' current understanding of the concept referred to as organizational learning. Finally, advocates future participatory action research whereby organizational learning theory is tested and modified through the design, enactment and observation of further processes; these processes, in turn, should be designed based on current understandings of organizational learning.

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The authors explain a process they have enacted several times for facilitating so called "organizational learning". They show how the process is based on the authors' current understanding of the concept referred to as organizational learning. Finally, they advocate future participatory action research whereby organizational learning theory is tested and modified through the design, enactment, and observation of further processes; these processes, in tum, should be designed based upon current understandings of organizational learning.