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The term "businesses" mainly refers to profit-driven organizations focused on economic activities. In contrast, "organizations" is a broader concept that includes both profit and non-profit entities, whether formal, informal, or volunteer-based. Today, the term "organizational theories" is preferred, as organizations are the main subject of administrative study. Organizations vary greatly and require different management practices depending on their nature, context, staff, and technology. Therefore, the concept of organization has expanded the scope of administration, encompassing everything from small businesses to large institutions like the State, the Church, or the
Army.

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Successful organizations are those that endure over time, like the Catholic Church or the military. They value human talent above profit or power, and put this into practice. They operate with strong ethical principles, avoiding internal and legal conflicts.
They also protect the environment, promoting sustainability for present and future generations. They use technology effectively, not just acquiring it but applying it to improve processes. Finally, they learn from both mistakes and achievements, allowing continuous growth and adaptation.

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Organizational learning is essential for success, as it enables adaptation and continuous improvement. This learning depends on various factors such as experience, internal relationships, external pressures, and how people within the organization generate and use knowledge.

What Is Learning?

Learning is the transformation of experience into knowledge. It is an active and social process that involves building and rebuilding ideas. It goes beyond memorizing facts-it's about understanding and interacting with the environment to adapt and create change.

Do Organizations Learn?

While some argue that only individuals learn, others believe organizations learn by integrating the knowledge of their members. Organizational learning is reflected in culture, decision-making, and strategies for continuous improvement Participatory and open organizations learn more efectively than those that are rigid or closed off.

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Organizational learning is influenced by several key factors:

1. External pressures: Organizations respond to external demands such as competition, government agencies, and society. These pressures drive learning to adapt and survive.

2. Political considerations: The internal distribution of power, interest groups, and coalitions within and outside the organization influence what is learned, how, and for what purpose.

3. Organizational characteristics: Elements such as institutional goals, structure, operational capacity, communication, and internal context shape the conditions for learning.

4. Profile of organizational actors: The characteristics, roles, experience, and functions of personnel influence how knowledge is acquired and shared.

5. Nature and use of knowledge: Learning depends on the type of knowledge that is produced, applied, and valued within the organization.

6. Performance evaluation: The way in which the organization's performance, its departments, and its individuals are assessed also affects the learning process.

External factors

Organizations learn to adapt to external threats. In times of crisis, members develop cautious and preventive strategies to maintain institutional stability and prepare for uncertain futures.

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Politics influences organizational learning through the exercise of power, which determines what information and knowledge are generated, used, or ignored, as well as the hierarchical structure and procedures adopted. Interest groups and internal or external coalitions compete to impose their views, since power is not equally distributed.

Decisions are not always based on rational evidence but rather on the influence of those who support them. In both public and private organizations, politics is present in visible and invisible power relations. Every organizational action carries political implications. Therefore, managers must build favorable and strategic relationships; they, and all organizational actors, are political within their everyday context.

Organizational Characteristics

This factor includes internal elements such as the type of organization, its size, hierarchical and process structure, goals, operational capacity, communication methods, institutional culture, and operating conditions, all of which directly affect its ability to learn and adapt.

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According to Mintzberg and Brian (1993), organizations are classified based on their environment and level of knowledge:

• By environment:

-Simple: Do not require specialized knowledge (e.g., a small rotisserie chicken restaurant).

-Complex: Require deep and specialized knowledge (e.g., a university).

• By type of knowledge:

-Professional: Staff with higher academic qualifications.

-Bureaucratic or mechanized: More rigid processes and typically lower educational levels.

Additionally, organizations may operate in:

• Stable environments: Predictable (e.g., universities).

• Dynamic environments: Unpredictable and constantly changing (e.g., police departments).

These characteristics influence the types of learning that occur in terms of content and methodologies.

Regarding size, it is suggested that smaller organizations may learn more easily due to the greater number of direct interactions among their members.

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Decentralized, flat, participatory, and democratic organizations promote greater learning, unlike centralized and authoritarian ones, which restrict the flow of information. Democratic structures improve the quality of knowledge used in decision-making. It is possible to balance efficiency and participation to achieve greater responsibility when participation is not entirely constructive.

Goals

Organizational learning is more effective when goals are specific and aligned with clients' needs.
This leads to improved processes and more realistic and beneficial outcomes.

Capacity

Organizational capacity refers to the ability to mobilize resources to achieve objectives. A lack of resources or insufficient technical skills in the staff limits learning. Having adequate resources and well-trained personnel is essential to enhance learning within the organization.

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Estructura jerárquica y de proceso de empresas

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Communication and organizational culture have a direct impact on learning within organizations. When information is hidden or unused, collective learning is hindered. Although some may appear to learn more by monopolizing information, true learning comes from sharing knowledge and interacting with others. Moreover, spreading distorted information seriously damages meaningful learning and the effective use of knowledge, ultimately harming everyone-including those who manipulate the information.

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Organizational learning is influenced by personal factors such as energy, enthusiasm, motivation, values, beliefs, and the level of empowerment.
These elements determine what is considered necessary to learn and how knowledge is applied.
Knowledge, learning, and power emerge from interactions between individuals and between individuals and their environment. The decision-making process is not linear, but rather a complex web of interconnections.

The Type and Level of Organizational Learning Also Depend on the Sum of Roles Played by Organizational Actors

Actors may assume roles such as implementers, deliberators, demanders, controllers, insiders, outsiders, decision-making or non-decision-making managers, field or office operators, followers, propagandists, actual or potential beneficiaries, winners or losers, passive or active participants, experts or non-experts. These roles may be complementary or conflicting, depending on their interests and positions within the organizational power hierarchy.

The Nature, Use, and Content of Knowledge Applied in the Organization

People's prior knowledge can either enhance or block the acquisition of new knowledge. Often, individuals prefer to hold onto outdated ideas because they are familiar and comfortable, even if they are no longer useful or effective.

Evaluation of Organizational Performance

Evaluations can be a powerful source of organizational learning when carried out honestly and responsibly. The lessons learned can be used for improvement, depending on factors such as the legitimacy of the process, the credibility of evaluators, and the methods used. Participation in evaluation processes also promotes learning among members of the organization.

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Throughout this essay, I have come to understand that a truly successful organization is not measured solely by its visible achievements, but by its ability to learn constantly and meaningfully. The value of the people within the organization-their experiences, knowledge, and attitudes-is far more decisive than any material resource. The lessons learned-whether used or ignored-reveal how internal power dynamics and interests directly influence decision-making and the distribution of knowledge.

Personally, I believe that for an organization to grow authentically and sustainably, it is essential to foster a culture that values collective learning, decentralizes decision-making, and acknowledges the emotional and intellectual contributions of every member. Rigid structures and authoritarian leadership limit the transformative potential of learning. On the other hand, when there is trust, openness, and a commitment to human development, knowledge becomes a strategic tool for positive change. Learning from mistakes, successes, and, above all, from people is what turns an organization into a true space for evolution.