Does my integrated service demonstrate any of the principles of a learning organisation?
Chapter 1: Introduction
The aim of the study is to discover if the integrated service I work for demonstrates the principles, if any, of a learning organisation. I will begin this with a literature review and identify those key elements, which many key thinkers and contributors have written about, that distinguish a learning organisation. The literature review will also help me understand and develop my knowledge on what a learning organisation is, as at this point I have very little understanding of the concept of what a learning organisation is or consists of. I will seek to find out what the characteristics and principles are of a learning organisation and assess through my own thought process and reflection whether I feel the concept of a learning organisation is viable and can be implemented in my place of work.
Furthermore, during this study I will collate my evidence in terms to inform my research by asking colleagues I work with to complete a questionnaire relevant to the principles and characteristics of a learning organisation. I will assess and critically analyse this feedback and provide valid evidence to identify whether individuals feel the work in learning culture based on the principles and characteristics discovered in the literature review. Finally, I will reflect and conclude my findings based on both the literature review and method of research and assess how this project may benefit both the team I lead and the organisation as a whole.
1.1 Context
I work for a relatively small Integrated Service which is part of a Local Authority. Over the last three years many individual services under Local Authority control have been brought together under one umbrella. Each of the services still maintains their individual function and purpose but work closely together. The process over the last three years has been identifying shared targets and how best to share resources and meet the needs of our service users. This has been a process of exploration and experimentation, finding our common ground and ensuring that we do not duplicate our work with the service user. The integrated service is made up of three teams al based at the same premises with three line managers for each, this excludes the admin team. Extended onto our Service are other satellite teams closely related but with very different and specific roles, these are not based in the same premises. These satellite teams sometimes have an overlap into some of the work our teams are involved with, but this is only within a very narrow margin of our work. Three of the four managers who meet regularly to discuss casework, service planning and staffing issues and working to continue to integrate an effective service.
Chapter 2: Literature Review
This paper intends to explore whether the integrated service I work in demonstrates the principles and characteristics of a learning organisation. Therefore, based on comprehensive review of literature, it is necessary to illustrate the following components of a learning organisation (L O): * Definitions form key contributors * Kerka’s six characteristics * Senge’s five disciplines * Systems theory/Systemic thinking * Double and single loop learning
There is much debate on what constitutes a learning organisation with several key thinkers such as Schon, Senge, Kerka among others producing literature and contributions to the subject. There appears to be no single consensus on the definition of a learning organisation, however, there appears with each definition many shared ideals and values and also some areas of contrast.
2.1 Definitions
The following are three definitions of a learning organisation from key contributors to the subject:
Senge defines a learning organisation as follows: Learning organisations are organisations where people continually expand their capacity to create the result 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: 3) Pedler definition has slightly more emphasis on facilitating learning. The Learning Company is a vision of what might be possible. It is not brought about simply by training individuals; it can only happen as a result of learning at the whole organisation level. A Learning Company is an organisation that facilitates the learning of all its members and continuously transforms itself. (Pedler et. Al. 1991: 1) Watkins and Marsick emphasises a collaborative approach of all member participation, however this is not in disagreement with the previous definitions. Learning organisations are characterised by total employee involvement in a process of collaboratively conducted, collectively accountable change directed towards shared values or principles. (Watkins and Marsick 1992: 118)
It can be seen from the above three definitions that there is some common ground. However, Pedler appears to be suggesting that a learning organisation is something that is initiated or facilitated by senior management, an approach that comes from the top to the bottom. In contrast Watkins and Marsick seem to have a more democratic approach across all levels of an organisation. Nevertheless, regardless of the differences in emphasis most writers appear to assume that any type of organisation can be a learning organisation. Furthermore, whichever way a learning organisation is facilitated, one clear and prominent component is that it includes all members of the organisation to participate. A learning organisation avoids the mentality that it is only management that can and do all the creative ideas and thinking. The challenge is for all members to dig deep into their own inner resources and potential given space to express their own ideas and creativity within a safe environment with other team members.
2.2 Characteristics
Kerka suggests that the concepts held by learning organisations are based on the theory that learning is valuable, continuous, and most effective when shared and that every experience is an opportunity to learn (Kerka 1995). Kerka goes on to suggest that learning organisations possess the following six characteristics. * Use learning to reach their goals; * Embrace creative tension as a source of energy and renewal; * Provide continuous learning opportunities; * Link individual performance with overall organisation’s performance; * Foster inquiry and dialogue, making it safe for people to share openly and the risks; * Are continuously aware of and interact with their environment.

In the main, learning organisations can be identified by specific relationships between organisational members on a horizontal level. There is an ease of communication, sensitivity to each other’s opinions and ideas, communication takes place regularly and with honesty, there is process of creative thought both individually and collectively, and there is learning from one another as well as from outside circumstances. Kerka links this with Senge’s five disciplines as follows:

Personal Mastery; Mental Models; Shared Vision; Team Learning; Systems Thinking
Personal Mastery refers to an individual being able to constantly clarify and expand their personal vision, to understand what they most desire and placing that vision/desire in the context of their own personal reality. The individual then learns how to foster the tension between both what they desire and their current circumstances identifying the gap between their reality and vision. The individual is enabled to make better choices to fulfil their potential, motivating to learn in active pursuit to continuous self improvement (Senge 1990,11).
Mental Models is the capacity to reflect on the internal pictures of the world to see how they shape and develop thinking and actions and to understand the perception and attitudes that influence thought interaction. This represents an individual's ability to compare new ideas with internal images of how the world works. Continually reflecting and talking about these internal pictures of the world enables individuals to gain greater understanding and overcome misconceptions (Senge 1990,12).
Shared Vision refers to the capacity of a group to form and hold a mutual purpose of a desired future that the members desire to create. A genuine commonly-held vision within the organization will develop a sense of commitment, developing the desire to learn and achieve because they want to and not because they are forced to do so (Senge 1990,12).
Team Learning refers to the discipline of group interaction. Team learning is the process through which team members build shared visions using skills to integrate collective thinking, engage in dialogue and drawing together a greater depth of intelligence, skill and talent that could not be achieved by the talents and skills of a single individual (Senge 1990,13).
Systems Thinking is regarded as being the central approach to Senge’s learning organisations theory, it is the discipline that recognises change and the interconnection between the many parts that make up the whole and how these are interdependent upon each other. This is about communication and the behaviour of feedback within an organisation. Acknowledging that organisations are multifaceted systems composed of many interconnected components, thus helping to understand the bigger picture and being better prepared to deal with those forces that initiate and develop change (Senge 1990,10).
The last discipline, Systems thinking, is the foundation of the design of a learning organisation, where the other four disciplines are the building blocks of its structure. They reflect the different expressions of systems thinking throughout the multi-faceted parts of a learning organisation integrating the others into a coherent body of theory and practice (Senge 1990 12)
Systems theory or systemic thinking is the ability to see the ‘bigger picture’ being able to comprehend and address the whole while at the same time observing the interrelationship between the parts that make up the whole. This theory and practice enables individuals to look beyond their immediate context and to realize the influence and effect their actions have upon others. Senge argues that many organisational systems are complex but are often approached by management within a too simplistic framework. To begin to understand and view the organisation as a whole and to recognize the organisation as a dynamic process will lead to more appropriate action. Furthermore, system thinking allows individuals to understand the significance about the behaviour of feedback mechanisms in organisations. He concludes:
The systems viewpoint is generally orientated toward the long-term view. That’s why delays and feedback loops are so important. In the short term, you can often ignore them; they’re inconsequential. They only come back to haunt you in the long term. (Senge 1990: 90)
A learning organisation, based on the above literature review, could be described as a network and systemic mechanism to create, impart, maintain and retrieve knowledge and information to avoid misunderstanding and misinterpretation, but also to increase effective development to reach both the individuals and organisations potential by continuous learning.
2.3 Double Loop Learning.
Theory and action are the two key elements of double loop learning based on Argyris and Schon (1974). The review in Senge’s six disciplines points out the importance of the individual understanding their own mental images, theories or perceptions, how these have been influenced by outside and internal forces, and what action an individual takes accordingly. This links with theory of double loop learning, when an individual can distinguish between their supported theory or internal images and what they actually do with that theory. The overarching point of double loop learning is to bring both theory and practice together. To achieve this, interaction and dialogue with others would be necessary to identify the gap between theory and action. (1978: 2)
Single loop learning is probably the most common form, where a set of goals, values and strategies produce the desired results. The results are assessed, refined and the process is continued. This is a single loop. However, what this may fail to establish is whether the goal is worth pursuing as the process is set on underlying assumptions that are unquestioned and unchallenged.
Double loop learning does not merely test and analyse performance and results but questions some of the assumptions and factors that support the set goals. The concept of double loop learning is about developing skills and understanding to adapt to a changing environment. The challenge of assumptions, preconceptions and factors is to help see the environment in a completely new way, preparing to adapt to change and identifying early warning signals (Morgan 2006: 88). Double loop learning encourages the individual to understand the key attributes of the organisation from a new perspective. Theories, assumptions and preconceptions of the status quo are continuously challenged in the light of a changing environment and action is taken to adapt to that changing environment.
Chapter 3: Research Methodology
There are various reasons behind the purpose of this research. The most obvious reason is to discover whether the organisation I work for is a learning organisation. However, there are other reasons that motive the completion of this assignment. For example, there are personal rewards such as gaining a qualification related to my work, enhancing my career and employment prospects, developing understanding, knowledge and new skills and implementing those new skills in my job role. Furthermore, my research could develop change within the organisation to effectively provide a better and more efficient service. The developing understanding and knowledge I gain may help support team members through a changing environment, developing a stronger team with the ability to adapt, learn and reach their potential as individuals and as a group. However, the overall aim is to identify whether the integrated service I work in is a learning organisation and to put the theory and findings in to action to better support and develop the organisation as far as is possible in my job role. Therefore, by critically analysing the data gathered, I can identify the areas of strengths and weaknesses within my integrated service by making a comparison to the principles of a learning organisation set out in my literature review.
Methodology provides a philosophical underpinning, describing the most appropriate approach to studying the chosen subject (Blaxter et. al 2006 58). Methodology is a procedure or discipline that has to research certain areas of interest and to analyse data in order to develop an understanding or conclusion of that particular subject. There are various methodologies available to implement research in any particular field; however, the two methods I will focus on are Quantitative and Qualitative.
There has been a great deal of discussion around the subject of research methodology particularly in the area of Quantitative verses Qualitative inquiry. Often the argument is around which methodology is more scientific. However, the danger is considering one approach better than another; all methodologies have their own particular strengths and weaknesses (Brannen 2003. 5).
Quantitative research tends to generate data and statistics relatively in a large scale research using such methods as questionnaires and structured interviews. This approach is considered by some to be about gathering hard facts and data that is absolute, such as numerical data. This data is then scrutinised in a neutral manner as possible. Familiar examples that may fall under this category of quantitative research could be market researchers stopping people in the street or a questionnaire received in the post. This type of research has a wider audience as it reaches more people, but the contact with the participant is minimised in comparison to qualitative research (Blaxter 2006. 64).
Qualitative research is concerned with exploring attitudes, opinions, behaviour and experiences through methods such as interviews or focus groups. This approach often focuses on smaller numbers attempting to obtain a more in-depth opinion from the contributors.
Each approach is different however, neither approach is better than the other but both have their own strengths and weaknesses. In this case of methodology there will be a mixed method of both quantitative and qualitative approach to my research. However, my instincts will lean more towards qualitative method as I am endeavouring to discover the attitudes and behaviour of team members within my organisation. Furthermore, the approach is more subject as I am part of the team and close to the data having an inside perspective (Blaxter 2006 65). Nevertheless, there are some elements of a quantitative approach as I will be examining the data collected via questionnaires, of which some of this data will be presented numerically. However, the quantitative method is weak in this case as this is narrowly based on a certain small group of people (colleagues I work with) and the data collected is only a small statistical analyse reflecting on the answers of the twelve questionnaires received. Furthermore, my main focus is on the opinions, behaviour and attitudes reflected in the questionnaires, consequently aligning the research more appropriately with qualitative method.
3.1 Research Methods
To gather my data, from a potential of eighteen members of staff, twelve returned and complete a comprehensive questionnaire consisting of forty questions. Each question is a multiple-choice on scale of 1 – 5, strongly agree, agree, agree somewhat, disagree or strongly disagreeing. The twelve members of staff are selected from different job roles within my integrated service, ranging from admin staff, various roles in frontline work with children and families and middle management.
The purpose of the questionnaire is to measure the characteristics and opinions of the participant and develop from each individual’s response a bigger picture. However, gathering this data using questionnaires on a subject that may not be familiar with many of the participants may present the risk of some questions not being fully understood and answered informatively. To avoid inaccurate data I drew the attention of each participant to the eight headings at the end of the questionnaire to help give an understanding of the subject they were being questioned about. (Appendix 1). I avoided being involved with any of the participants while completing the questionnaire as I did not want any of my bias to influence individuals. I also completed the questionnaire before all other participants and included it among the twelve received. Furthermore, the questionnaire is small sample from my own integrated service of which my findings may reflect the attitudes and opinions of other integrated services across the county. However, the aim is to discover the attitudes and beliefs in my own immediate integrated service and to discover whether our integrated team work in a learning organisation.
I intend to analyse the questionnaires that are based on the principles and characteristics of a learning organisation. Furthermore, I will assess whether the staff members have expressed if they feel they work within an organisation that provides opportunity for learning, if there is a supportive culture, there is a gathering of internal and external learning and that there are mechanisms for communication and feedback. The rationale behind this is that the questionnaires should provide some measurement of people’s attitude and opinion to whether they feel the organisation demonstrates a learning environment. On gathering this data I intend to reflect on this in light of the literature review and aim to understand where the strengths and weaknesses can be found within my integrated service in comparison to the principles and characteristics of a learning organisation. This is not a purely academic exercise, as I intend to use my findings and try to implement these principles in the work place, nurturing and strengthening those that all ready exist and aim to address those areas that are significantly weak. This may sound somewhat naive and could be particularly difficult as the organisation may be facing severe cuts do to the national economic slump. However, I believe I can begin to implement and support these principles on a small scale within my own team of seven members and encourage the adoption of a learning culture to the wider team in my integrated service. Furthermore, I think in light of the current and threatening changes government organisations face due to the struggling economy, it is even more important to encourage and develop an environment based on the principles of learning organisation to help individuals and teams adapt to imminent changes.
3.2 Ethics
There are several ethical issues to be taken into consideration for any research project. Many of the participants were concerned about their honesty and what they perceived as negative opinions about the organisation in terms of learning. Although there was no risk of physical harm to the participant they expressed concern that their honesty may cause them discomfort or repercussions within the organisation. Each participant was guaranteed that their anonymity would be kept, and to assure this I requested that all individuals omit their names and job titles from the questionnaire. I also explained before I received the questionnaire, to maintain honesty, that I would be the only person who could identify each participant, as each questionnaire was returned by email. I informed each participant about the purpose, methods and intended use of my research. All participants were asked to volunteer and were not coerced or forced into taking part and the anonymity and confidentiality of all the participants is completely respected. The research was designed to ensure that the opinions of each individual was not influenced by me or others in answering the questions (all participants completed the questionnaires at different times and usually while they were working alone). This was to ensure the integrity and quality of the feedback. I believe these actions provided clear ethical actions to protect, inform and assure each participant of the purpose and integrity of the research.

Chapter 4 Action and Findings
Validity and Reliability of Data
The questionnaire used to gather data consists of forty questions that relate to eight sub-headings based on characteristics and principles of a learning organisation concept as seen in the literature review. Each participant is asked to answer the questions on a scale of 1 to 5 identifying whether they (1) strongly disagree, (2) disagree, (3) agree somewhat, (4) agree or (5) strongly agree. Five of the forty questions specifically relate to one of the eight headings I have also aligned Senge’s five principle to correspond to the eight headings in the following grid. Creating a supportive culture | Communication systems | Accessing external learning | Gathering internal experience | Mechanisms for drawing conclusions | Developing an organisational memory | Integrating learning into strategy and policy | Appling the learning | Systems Thinking | Mental Models | Personal Mastery | Team Learning | Shared Vision |

For each heading a total score was given based on the answers of each participant. Each question was scored between 0 – 4, for example, strongly disagree is scored at 0 while strongly agree is scored at 4. A total score was provided under each of the eight headings followed by an average score. This provided some valid data in terms of identifying how individuals rated the organisation as a learning culture, identifying areas of strengths and weaknesses.
Many of the questionnaires between the twelve participants had some striking contrasts in comparison to one another. The answers to each question were subjective to each individual participant in the way they perceive the company in terms of a learning organisation and therefore, would clearly produce a variable amount of data. However, by examining the questionnaires I can clearly identify where most thought there were areas of strengths and weaknesses in the organisation. The variable between each individual provides some validity of data as it suggests that there was no calibration between individuals completing the questionnaire. Furthermore, each question would produce an answer that is relative according to their previous background, education, and experience, causing them to view the organisation from their own particular standpoint, demonstrating a measure of validity and reliability with the answers they have given. All the participants work for the same integrated service holding various job roles from middle management, to administrator, and various types of children and young people’s frontline worker. Ensuring that there was a mix of different job roles provided a more holistic and broader opinion as each individual may view or experience the organisation in a different way, thus providing a more accurate, valid and reliable set of data. Overall, the twelve questionnaires based on the principles of a learning organisation provide balanced and consistent data demonstrating how participants view the organisation as a learning culture.
4.1 Process Data
To process this data I collated the scores for each of the twelve questionnaires and calculated an average total. I did this by adding the scores up under each individual heading and then divided it by twelve. This provided me with a total average score for each of the eight headings. Using the same format as the questionnaire had used for each heading then divided this total sum by five (the number or questions under each category) providing me with a sub average. For example, each of the twelve participant’s scores under the heading ‘Creating a Supportive Culture’ we calculated as follows:-
2 + 8 + 5 + 7 + 11 + 5 + 9 + 12 + 9 + 13 + 14 + 14 = 109 ÷ 12 = 9 ÷ 5 = 1.8
Total of 9 out of a total potential of 20 Average of 1.8 out of a total potential or 4
The totals from each column of the eight categories are scored out of a maximum of twenty. Based on the twelve questionnaires provided, I have collated the total scores from each questionnaire and provided an average score under the eight headings. This will provide me with an overview and a general consensus to identify how the twelve participants view the organisation as a learning culture and identify the areas of strengths and weaknesses. The grid below portrays the total collated scores of all twelve participants:- Creating a supportive culture | Gathering internal experience | Accessing external learning | Communication systems | Mechanisms for drawing conclusions | Developing an organisational memory | Integrating learning into strategy and policy | Appling the learning | Systems Thinking | Mental Models | Personal Mastery | Team Learning | Shared Vision | Total 9Average 1.8 | Total 9Average 1.8 | Total 11Average 2.2 | Total 9Average 1.8 | Total 8Average 1.6 | Total 7Average 1.4 | Total 8Average 1.6 | Total 7Average 1.4 |

This grid enables me to view the answers provided by the group as an average and broad consensus from all twelve participants rather than focus on any individuals opinion. This provides a holistic overview of the strengths and weaknesses of my integrated service based on the twelve members of staff out of the eighteen that work full and part-time. Below is a radar graph called am ‘organisational profile plot’ displaying an easy to view portrayal of the areas of strengths and weaknesses based on the above figures. The organisational profile plot numerical scale helps provide the information needed to identify the opinions and attitudes they perceive towards the integrated service as a learning organisation. In the following section of evaluation we will look more closely at each individual participants scores to identify if there were any particular areas of strengths or weaknesses that appear to correspond as a whole.
4.2 Findings
The organisational profile plot below provides an average assessment of all the participants as a whole. This provides the information as a whole from the group of participants.
[http://www.knowledgeboard.com/download/3666/Learning-Questionnaire-for-kb.xls]
However, I feel it is necessary to examine each individual’s scores individually in order to recognize and acknowledge where there may be corresponding strengths and weaknesses, and to identify where there may be significant contrasts between the individual’s participants.
Following is a grid that displays the overall scores of each participant:- Participant | Creating a supportive culture | Gathering internal experience | Accessing external learning | Communication systems | Mechanisms for drawing conclusions | Developing an organisational memory | Integrating learning into strategy and policy | Appling the learning | Total per participant | 1) | 14 (2.8) | 14 (2.8) | 18 (3.6) | 11 (2.2) | 14 (2.8) | 9 (1.8) | 13 (2.6) | 13 (2.6) | 106 | 2) | 14 (2.8) | 12 (2.4) | 13 (2.6) | 12 (2.4) | 11 (2.2) | 12 (2.4) | 11 (2.2) | 12 (2.4) | 97 | 3) | 13 (2.6) | 11 (2.2) | 10 (2) | 11 (2.2) | 12 (2.4) | 9 (1.8) | 12 (2.4) | 11 (2.2) | 89 | 4) | 9 (1.8) | 11 (2.2) | 12 (2.4) | 12 (2.4) | 10 (2) | 10 (2) | 12 (2.4) | 8 (1.6) | 84 | 5) | 12 (2.4) | 11 (2.2) | 13 (2.6) | 12 (2.4) | 9 (1.8) | 8 (1.6) | 9 (1.8) | 9 (1.8) | 83 | 6) | 9 (1.8) | 10 (2) | 13 (2.6) | 8 (1.6) | 13 (2.6) | 8 (1.6) | 12 (2.4) | 8 (1.6) | 81 | 7) | 11 (2.2) | 9 (1.8) | 16 (3.2) | 11 (2.2) | 6 (1.2) | 4 (0.8) | 7 (1.4) | 5 (1) | 69 | 8) | 5 (1) | 9 (1.8) | 16 (3.2) | 12 (2.4) | 9 (1.8) | 7 (1.4) | 10 (2) | 8 (1.6) | 76 | 9) | 7 (1.4) | 7 (1.4) | 9 (1.8) | 7 (1.4) | 7 (1.4) | 7 (1.4) | 6 (1.2) | 8 (1.6) | 58 | 10) | 5 (1) | 5 (1) | 8 (1.6) | 5 (1) | 7 (1.4) | 4 (0.8) | 5 (1) | 4 (0.8) | 43 | 11) | 8 (1.6) | 7 (1.4) | 5 (1) | 5 (1) | 5 (1) | 6 (1.2) | 5 (1) | 7 (1.4) | 48 | 12) | 2 (0.4) | 4 (0.8) | 7 (1.4) | 3 (0.6) | 3 (0.6) | 1 (0.2) | 2 (0.4) | 2 (0.4) | 24 | Total( ) Average | 9 (1.8) | 9 (1.8) | 11 (2.2) | 9 (1.8) | 8 (1.6) | 7(1.4) | 8 (1.6) | 7(1.4) | |
[http://www.knowledgeboard.com/download/3666/Learning-Questionnaire-for-kb.xls]
It can be seen from the grid above where individuals scored an average under each heading identifying as a group the areas of strengths and weaknesses in terms of the characteristics and principles of a learning organisation. I have added along the right of the grid an extra column to indicate the total score of each individual participant to identify the contrast between the highest and lowest scores. Each heading can calculate a maximum of twenty giving a potential top score of a 160. In those terms it can be identified that at least half the twelve participants view the organisation as having strong characteristics and principles as learning organisation, but with still plenty of development to achieve.
For each of the eight headings of the grid the strongest characteristic for the whole group is ‘accessing external learning’ indicating a score of 11 and 2.2 as an overall average. This figure may be higher as external training is often available and sometimes compulsory and therefore this may be seen by participants as a trait of organisational learning. However, Pedler describes a learning organisation ‘as a vision that of what might be possible’; a learning organisation is not simply achieved by training individuals...’ (1996 p1). The group may perceive some of the organisation’s training sessions as an environment where all members can contribute equally at all levels. Often the organisation has consultation meetings about practice, personal and professional development across all levels. Therefore, this figure could represent this characteristic accurately, however, it is important to note that even though this was the strongest characteristic, it still only represents just over half the total score, indicating that there is some distance to travel to fully reflect this attribute of a learning organisation.
The next highest score included three of the headings in the grid all scoring a total of 9 and 1.8 as an average. These headings are Creating a Supportive Culture, Gathering Internal Experience, Communication Systems, although these three came out as the second highest score indicating some characteristics of a learning organisation, it is a clear indication there are some areas of improvement to make as the score is just below half of what could have been achieved. The contrasts and differences in the scores provided may reflect how the different teams with different managers perceive the culture as supportive environment. Furthermore, the scores may also indicate the level of opportunity each team within the service has to gather internal experience and communicate through an effective system.
The sores on the grid continue to decline with two of the headings, Mechanisms for Drawing Conclusions, Integrating Learning into Strategy and Policy, scoring a total of 8 and 1.6 as an average. This suggests, although there are some team members that feel these two factors are positive, the overall impression feel these two areas need more attention and support. Again, this opinion by the individual participants may be down to the different ways of manager may manage and support their teams. However, from my experience and perspective this score may be attributed to the possible lack of opportunity and knowledge in how these factors could be worked toward and achieved. These principles or a learning organisation is a completely new area of thinking for both me and with my colleagues. The questionnaires sparked off various conversations with members of staff about these principles and characteristics and how alien some of these concepts are with the participants.
The final two headings, Developing an Organisational Memory, Appling the Learning, as an average from the group scored lower possibly indicating the lack of opportunity to store and share information, and also to disseminate any learning for the wider group. A few participants scored this trait quite high as an individual. This once again may be down to environments and cultures within each team and management style. Nevertheless, this indicates as an organisation that there is particular deficit in this particular area.
In the whole, there are some signs that the integrated service I work for demonstrates some characteristics and principles of a learning organisation. However, there is a strong indication from the outcomes of the questionnaires provided that there are some areas of strength but many areas of improvement to be made. Furthermore, as I previously implied that many of the characteristics of a learning organisation may not be developed due to the lack of knowledge and understanding of this particular concept. Therefore, it would be difficult to expect the Integrated Service I work for to develop a strong characteristics and principles of a learning organisation if the members of that organisation are unaware of these characteristics and principles and how they may be worked through.
Chapter 5 Evaluation and Reflection
The concept and term ‘learning organisation’ and ‘double loop learning’ were completely new phrases to me; I did not have any knowledge or understanding of either term until I completed my literature review. One of my initial thoughts on this theory was to question if this is just another trend or the latest fashion for organisations to adopt. However, as my understanding grew I started to believe that the characteristics and principles of a learning organisation could really work. The reason for this belief is the benefit both the individual and the organisation gain from the learning, developing greater confidence, efficiency and a positive working culture and environment. Nevertheless, my concern for developing a learning organisation lies in how it is implemented. I would agree with Pedler that a learning organisation needs, at least initially, to be implemented and facilitated by management. The principles and characteristics mentioned need to be understood, or at least an environment created where staff at all levels can contribute and share equally. This would be difficult for non-management staff to implement and facilitate without the support of management and it would also be impossible to implement something that is not yet understood, either as individuals or as an organisation.
The integrated service I work for does demonstrate some of the principles of a learning organisation, as can be seen from the outlay and review of the questionnaires. However this is only evident in some areas and those particular areas only appear to have a sliver of these principles at work. Learning organisation principles appear neither to be strong, dominant nor highly visible and the theory does not appear to be widely known amongst the staff. This is evident as most of the scores related from the participants opinions scored below average indicating that the principles of a learning organisation are not clearly evident.
On reflection for my own personal and professional development, this study has helped enable me to understand and implement some new concepts in building a strong team. I would like to focus on developing an environment and culture of trust and openness to learn from each other and to embrace change. I have already been inspired to apply learning organisation principles with my team to share their practice and knowledge with each other, develop a collective thinking and to share this learning with a wider audience within the organisation, particularly senior management. This is the first meeting designed with the principles of a learning organisation at the heart of it. Other previous meetings may unwittingly have had elements of those principles, but without a conscientious effort and shared understanding of what we would all want to achieve for ourselves and the organisation, I doubt that such a learning environment and culture could be achieved.
Reflecting on how a learning organisation may be developed within the service I work in raises several areas of concerning. Some individuals, possibly including some managers, may not want to develop or implement a learning organisation culture. Furthermore, selfish ambition and negative attitudes towards change and development and new ways of thinking may cause opposition. However, I can begin to implement and facilitate these principles within my own team, hopefully demonstrating the strengths and benefits from these principles. Even though this may be a small start, this may have knock-on effect with the wider team within my service.

Chapter 6 Conclusion and Recommendations.
The principles and characteristics of a learning organisation can only help improve each individual’s personal and professional development and therefore improve the efficiency and development of the organisation. This theory and practice can also help individuals prepare for various changes to their working environment.
From the learning questionnaire distributed it is evident that most staff do not acknowledge that the service we work in has strong characteristics of a learning organisation. There may be some factors that bring the participants to this conclusion, they may not understand the opportunities they have for developing their learning capabilities, they may be ignorant of the facts, or, and I think that this is more nearer the truth, that the organisation as a whole does not implement or give space to include these characteristics within our working practice. Furthermore, as a manager, this study was the first time I had learned about this theory and practice and therefore it may be that many other managers are unaware of this practice. Therefore, my recommendation (if the organisation I work for and paid for this course for me to do believes in this theory and practice) is that the organisation as a whole begins to teach individuals across all levels the principles of a learning organisation. The organisation should also provide space and time to develop a learning culture. However, this recommendation may be an ideal and somewhat naive, and therefore, the recommendation I can make and implement myself is that I begin to work through these principles with my own team and try and include the wider team with in my service. If my team can adopt a learning culture based on these principles then it can be demonstrated to the immediate neighbouring teams at our service base. Furthermore, we can demonstrate in practice these principles in our existing joint meetings and encourage others to develop a learning culture and environment.
The service I work for does not particularly demonstrate the principles of a learning organisation. However, I think with a small step forward we may be able to begin to change the culture and environment and adopt these principles into our everyday working. I can only implement this in my immediate working environment and hope that benefits all involved at all levels, for the both individuals and the organisation as a whole.

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