International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056 Volume: 08 Issue: 03 | Mar 2021 www.irjet.net p-ISSN: 2395-0072 © 2021, IRJET | Impact Factor value: 7.529 | ISO 9001:2008 Certified Journal | Page 396 A Qualitative Investigation of Existing Learning Organization Prototypes Kumkum Saxena 1 , Dr. Madhuri Rao 2 1 Research Scholar, IT Department, Thadomal Shahani Engineering College, Mumbai-400050 2 Professor, H.O.D (IT Department), Thadomal Shahani Engineering College, Mumbai-400050 ---------------------------------------------------------------------***--------------------------------------------------------------------- Abstract - Knowledge and specialized expertise learned over the years by companies are essential for growth and change, thereby offering a competitive advantage. As the learning institution develops and reinvents itself in response to the external environment, this experience is preserved and disseminated within the institution. Individual learning is transformed into organizational learning through the use of shared mental models and effective experimentation facilitation. This paper draws together the ideas put forward by numerous researchers on Learning Organizations and attempts to explain their applicability and significance in a globalized environment where the globalization of educated people, access to business knowledge, and continuously evolving technologies define the rules of the game. In an unpredictable, unstable, dynamic, and contradictory world, companies are gearing up to cope with economic instability, contend with internal chaos created by a pool of capital, and continue to thrive in the face of volatility. A learning organization that survives in such circumstances would have a honeycomb system’s strength, reflecting performance, allowing for the free flow of knowledge, is lean, and its devoted members are working toward a single shared vision. Key Words: Knowledge Management (KM), Learning Organization (LO), competitive advantage, Organizational Learning(OL). 1. INTRODUCTION As early as 1959, strategists understood human capital’s value in driving knowledge management when designing a business growth strategy. They Re-emphasized the connection between organizational capital, organizational learning, and competitive advantage twenty-five years later, in 1984. In the early 1990s and early twentieth century, there was a wave of academic papers and posts. The Learning organization concept started to gel and take shape in the early ’90s by examining the dualistic relation between individual and organizational learning and what characteristics constitute a Learning organization. Peter Senge introduced a systematic Learning Organization model in his book entitled The Fifth Discipline, in which he used -systems Thinking to integrate a Learning Organization's essential characteristics.[1]. Senge offered guidance to help organizations invest in learning, promote collaboration, exchange experiences, adjust to changing situations, and work toward a shared vision. In the last two decades, multiple models inspired by Senge have been proposed, each one adding to the established literature and exploring additional dimensions that makeup learning organizations. Some previous research has taken a descriptive approach, relying on generalized principles to determine how organizations learn. Some have called for a more prescriptive approach, advising on "how does an organization learn?". Organizational culture, structure, strategies, leadership, and vision affect successful learning organizations’ development by scholars. The dynamic, unpredictable, complex, and ambiguous environment we now live and work in necessitates creativity, performance, and agility through personalized products and services. A leader must find new ways to communicate with their teams, clients, and stakeholders to satisfy this demand by developing external knowledge, reflection on experiences, the stimulation of transformational ideas, and the use of resources and technologies that are rapidly emerging. Levitt and March describe organizational learning as the collective learning of its representatives, proposals, practices, programs, and frameworks. 2. ORGANIZATIONAL LEARNING AND LEARNING ORGANIZATIONS Organizations do not necessarily react the same way as people do, and they are not limited to collaborative learning between individuals and their stakeholders. However, personal conceptual development happens whether or not an entity is a learning organization is determined by archiving and leveraging at the organizational level. It brings us the new definition that defines a learning organization into a sharper focus. The term "learning" was coined by Tsoukas to describe the process of information transfer from the source domain (individual) to the target domain (organization).[3] Since individual learning is challenging in itself, researchers warn against using comparisons. Understanding, belief formulation, and mindset are included in the psychological construct of knowledge. Simultaneously, the behavioral dimension examines the impact of learning on progress and the ability to adapt to new environments. So, how else would Organizational Learning and Learning Organizations relate to one another? The procedure and technique by which organizations eventually become learning organizations are known as organizational learning. Thus, it is the mechanism by which a company develops its expertise and management