Organizational learning (OL) as a practice occurs with the emergence of the human community. It has survived and developed with individuals’ learning from experience and by sharing that experience among its members. This positive practice begins to reduce in the period of craftsmanship, and especially in the period of the developed market economy when, according to the promoter of the concept of organizational learning Peter Senge, due to career specificity in organizations the practice and culture of "knowledge hiding" appears, instead of sharing knowledge. This phenomenon is repeated in the life cycle of organizations. In young companies (micro and small enterprises) there is a natural process of experiential learning and knowledge sharing. With the growth of the organization, the historical practice of hiding knowledge is repeated as a slowdown of the organizational versus the growth of individual capacity.

With the advent of Peter Senge's masterpiece, The Fifth Discipline, there has been an exponential academic and practical interest in "learning organization" as a competitive approach to organizational development. This development of practice and academic interest in OL in the last three decades has led to the following conditions in this scientific and practical field:

(1) A large number of scientific studies on the effectiveness of OL

(2) A large number of experimentally verified successful practices in certain disciplines of OL, but insufficiently recorded "learning organizations" as organizations in which the experimental OL organizational interventions OL were institutionalized and became part of the organizational culture

(3) Existence of individual OL practices in almost every organization

This special issue aims to gather the significant findings of conceptual and empirical research in the field of OL that will accelerate the process of implementation and institutionalization of the OL organizational interventions, which will in turn contribute to increasing the organizational vitality of the organization.

The subjects of this special issue include but are not limited to:

(1) Emerging fields associated with OL

● Organizational intelligence,

● Organizational coaching,

● Organizational wisdom,

● Organizational immune system.

(2) Action learning and action research

● Action learning as heart of the OL process,

● Reflection on action and reflection on action as process of experiential learning,

● Action research as tool for generating new knowledge and implementing a systemic OL practices,

(3) Diagnosing and measurement of OL

● Organizational diagnosing approaches and methodologies

● Qualitative and quantitative measurement instruments for OL practices and effects

● Measurement of outputs, outcomes and sustainability of OL

● Monitoring and evaluation of OL interventions

(4) Change management and design of OL interventions

● Organizational change and organizational learning

● Participatory approaches to design of OL interventions

● Cross-disciplinary connections of OL in designing of organizational interventions

● Action planning as part of organizational interventions design

(5) Effectiveness of OL and organizational vitality

● Organizational learning and strategy management

● Organizational sustainability as part of organizational vitality

● Contributions of organizational learning to company competitiveness