Purpose – The need to create and apply knowledge has contributed to the prescription of a learning organisation. However, there is no easy answer to what this concept means. Also a major criticism of the concept relates to the yet unclear connection between learning and performance. The purpose of this paper is to review the broad global literature to identify emergent themes, synthesised into a multilevel framework of process and structural attributes that reflects key theoretical relationships and attributes underwriting organisational learning and change
Design/methodology/approach – This paper is based on meta-analysis of literature published about the learning organisation and organisational learning.
Findings – Finds a multilevel framework of process and structural attributes that reflects key relationships and attributes associated with learning and change.
Practical implications – The multi-level model outlines a framework for future research that may seek to link learning and performance. The causal relationships identified also suggest practical implications for managers seeking to enact the learning organisation concept.
Originality/value – This paper synthesises the conceptual underpinnings of literature on the learning organisation into a practical framework.