The topic of the learning organisation has spawned considerable recent literature. Though all of it informative, the literature does not appear to provide a conceptual gestalt, a systemic whole, that neatly embraces all that it offers.
In order to address that deficiency, this Report reviews the works of several authors in the field, authors whose material collectively appears to cover considerably breadth of ideas with respect to the learning organisation. These literatures are distilled in order to identify common and unique contributions. Among the commonalities are recognition that learning is a cyclical process, that reflection is an essential component of the learning process, the notion of concepts or mental models, the creation and diffusion of information, and empowerment at all organisational levels.
From the distillation of the literature, a systemic two-dimensional model of the learning organisation is developed. (An enhanced three-dimensional version is also offered but explored in lesser depth.) One of the two dimensions deals with the processes of learning, the other with the content areas upon which learning needs to be focussed. The diagnostic qualities of the model are discussed, as both a static and dynamic instrument. It is then compared with the initial literatures and their distillation as a test of its completeness. Strengths and shortcomings are noted.