Assessing the learning organization: part 2 – exploring practical assessment approaches

Abstract

Asserts and explores the claim that further headway in substantive wide‐scale learning organization development is seriously jeopardised unless individual organizations objectively measure their progress. In part 1 a new evaluative standpoint grounded in “New Science” is suggested, and foundations for two non‐traditional discriminant approaches based on this standpoint are discussed. The potential to link such assessments to business performance is evaluated. In part 2, applications of these two approaches in organizational settings are reviewed.

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