With the advent of concepts such as punctuated equilibrium, chaos, and systems thinking from the hard sciences, and their respective implications for the social science, we must consider change to be more performance; it requires us to examine both the organization's ability to perform and their collective ability to learn. This perspective necessitates the use of a sociological paradigm which allows for a better understanding of the dynamic and complex nature of organizational learning. The organizational systems model discussed in this essay contains four subsystems each responsive for carrying out vital functions for the organizational learning system to adapt to its environment. Relationships among the subsystems is established through the use of input/output variables labeled as interchange media: new information, goal referenced knowledge, structuring, and sense making. These interchange media are products of the functional subsystems of the organizational learning system and are manifested and measurable dynamics variables. Qualitative data is used to provide illustrative case examples. The paper concludes with implications for the system modeling of organizational change as a function of both performance and learning.

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Date created

• 1994

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• Document

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• Processing documentation available at: https://wiki.albany.edu/display/SCA/Processing+Ingested+Digital+Files

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System Dynamic Society Records

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• This collection is part of the University Archives