An examination of learning processes in a public service organisation in Indonesia

Organisational learning is a significant means for organisations to deal with unstructured problems posed by changing environments, either internal or external to organisations (external change includes globalisation and hyper competition). However, organisational learning discourse lacks both research in public organisations and a deep analysis of learning processes. A complete theory of organisational learning which gives attention to learning processes is yet to be proposed. This study is about organisational learning in a public service organisation in Indonesia. This study focuses on examination of learning processes in that organisation to obtain a rounded understanding of organisational learning within the organisation. An examination of learning processes enables this study to identify the influence on learning of internal and external organisational environments or contexts. For this reason, this study borrows from Bandura's social cognitive theory to inform the analysis. Organisational learning consists of individual learning on behalf the organisation. Therefore, this study places individual learning (represented by individual learning experience) as the primary focus for data collection and analysis. This study employs narrative theory to inform the understanding of human experiences. Narrative theory holds that human experience is best captured by narrative. In the discussion, the evaluation is based on five crucial elements of organisational learning: change, learning incentives, accessibility of thelessons from individual learning to others in the organisation who would benefit from them, actionability of the lessons, and the effects of learning on organisational outcomes or performances. The conclusion is that organisational learning occurs in the studied organisation through doubleloop learning, either in simultaneous or local learning, which is motivated by responses to internal and external contexts. This runs counter to scholarly views that public organisations do not cultivate learning due to bureaucratic structures. The evidence shows that deficiencies in the structural arrangements of the organisation lead people inside the organisation to engage in experiential and vicarious learning