Organisational learning is seen by many to be a key determinant of organisational
performance. This is demonstrated by the growth of the 'learning company' concept
(Pedler et al. 1991), and by the suggestion that the ability to learn faster than one's
competitors is the only sustainable competitive advantage (DeGeus 1988). Consequently,
organisations need to integrate and maximise the knowledge and learning of their
individuals, and central to the learning process in firms is an effective means of
transferring knowledge and learning between individuals and their organisation as a whole.
Mental models (individual and shared) have been postulated as a mechanism through
which this occurs (Senge 1990a; Kim 1993; Hayes and Allinson 1998). An individual
mental model can be characterised as a simplification or representation of understanding of
an idea, notion, process or system which provides the cognitive framework in which that
individual's knowledge in respect of that issue is stored, whilst shared (group or
organisational) mental models can be characterised as the common elements that exist
between individual mental models. Both of these have been theoretically linked with
individual and organisational learning.
Literature in respect of individual and organisational learning, mental models and a
third issue cognitive style is reviewed. Cognitive style represents the way individuals
obtain, store and operationalise knowledge, and is included here as it is recognised as
potentially affecting how learning and mental models interact (Hayes and Allinson 1998).
A research model is posited which integrates key theory in respect of these three concepts,
and research undertaken in two phases is presented. Phase One focused upon the
representation of individual and shared mental models through semi-structured causal
interviews with senior mangers in participant organisations, whilst Phase Two involved
organisation wide surveys of these models, aspects of learning and cognitive style. Results
obtained suggest that the complexities of an organisation, its environment, learning and
mental models all mitigate against the identification of a simple relationship between these
constructs. However some of the sources of these complexities are identified and
suggested, and it is posited that the progression of work addressing organisational learning
would best be served through a case study approach addressing the sources of complexity
and effectiveness of learning in relation to specific mental models and within
organisations