How can organizational learning be modeled and measured? J. Michael Spector a, * , Pa ˚l I. Davidsen b a Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA b University of Bergen, Bergen, Norway Received 15 May 2005; received in revised form 28 July 2005; accepted 1 August 2005 Abstract This paper introduces questions pertaining to the nature of organizational learning and how it can be measured and modeled. The four papers that constitute this special issue on organizational learning are summarized. The nature of organizational learning found in these papers is described in terms that extend a commonly accepted definition of individual learning. A model of organizational learning consistent with these papers and based on a socially-situated, information-processing view of learning is developed along with associated measures of learning appropriate to the models. Aspects of a model of organizational learning and associated measures are then presented along with suggestions for further investigation in the area of organizational learning. q 2005 Elsevier Ltd. All rights reserved. Keywords: Learning systems; Measures of organizational learning; Models of organizational learning; Organizational learning; System dynamics The title of this paper is in the form of a question: how can organizational learning be modeled and measured? This is a complex question in the sense that it presumes an answer to another question, namely whether or not there is a phenomenon called organizational learning that can be investigated as the subject of disciplined research. It was this prior question which animated discussions of the Evaluation and program planning editorial board early in 2004. The culmination of those discussions was a decision to devote a special issue to the topic even though there was no consensus about the nature or existence of phenomena properly called organizational learning. Two special issue editors were identified to lead the effort 1 . A call for contributions developed by the special issue editors was issued in the Fall of 2004. Topics that were specifically mentioned in the call for papers included: † Conceptual framework—what is the nature of the phenom- ena referred to as organizational learning? In what sense do organizations learn and how might this be measured? Is there a reliable theory of organizational learning? † Models of organizational learning—what useful models of organizational learning exist? Are there models at the macro (organizational) level as well as at the micro (individuals acting collectively) level that are useful for evaluation and planning? What techniques for modeling these phenomena have proven useful? † Measures of organizational learning—what measures of organizational learning been proposed and implemented and how have they impacted organizations? † Implications for management and economic planning— what are the implications for management and for planning sustainable growth in various settings and situations based on organizational learning research? Four papers representing authors in North America and Europe survived the selection and editorial process. These papers address the topics in different ways and from different perspectives. We briefly summarize each of the papers and then explore the four topics identified above. We conclude with thoughts about useful directions for further research on organizational learning in the context of evaluation and program planning. 1. Orthner, Cook, Sabah and Rosenfeld Orthner and colleagues (2006) examine the impact of organizational learning on after-school programs involving Evaluation and Program Planning 29 (2006) 63–69 www.elsevier.com/locate/evalprogplan 0149-7189/$ - see front matter q 2005 Elsevier Ltd. All rights reserved. doi:10.1016/j.evalprogplan.2005.08.001 * Corresponding author. Tel.: C1 850 645 1777; fax: C1 850 644 4952. E-mail addresses: mspector@lsi.fsu.edu (J.M. Spector), pal.davidsen@ geog.uib.no (P.I. Davidsen). 1 Spector proposed the topic to the editorial board and when it was approved agreed to serve as co-editor with Davidsen. Editors of prominent organizational learning journals were contacted; then prominent organizational learning researchers in North America and Europe were invited to propose contributions to this special issue.