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370 Chapter 11

One framework, proposed by Probst and B ü chel (1997 ) looks at the following orga-
nizational factors:
1. Knowledge — the number of organizational learning instruments
a. Number of techniques for facilitating learning
b. Number of techniques for breaking down barriers
c. Process-oriented use of techniques
2. Ability — the learning level
a. Ability to cooperate and participate
b. Ability to communicate and achieve transparency
c. Ability to analyze problems and solve complex issues
d. Ability to store knowledge
3. Intention — the willingness to learn
a. Creates a structure which imparts meaning
b. Builds on an ethical basis
c. Wants to create a shared value system
Marquardt (2002) proposes three dimensions to consider in building the learning
capacity of an organization:
Speed of learning How quickly the organization is able to complete each learning cycle
(planning, implementing, and refl ecting)
Depth of learning Degree of learning the organization achieves at the end of each cycle,
which it achieves by questioning assumptions, and improving its capacity to learn in
the future
Breadth of learning How extensively the organization is able to transfer the new
insights and knowledge derived from the iteration of the learning cycle to other issues
and parts of the organization
Table 11.1 summarizes some of the characteristics of a learning organization and
associated best practices (adapted from the work of Senge et al. 1994 , and Argyris and
Schon 1996) .

The Management of Organizational Memory

Knowledge management is an essential capability in the emerging knowledge economy.
In particular, organizations have a valuable asset in the informal knowledge that is