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Purpose: The aim of this article is to challenge the concept of "the learning organization" as unproblematic and inherently good. Design/methodology/approach: The research looked at how teachers--as an example of public sector professionals in a work organization that claims to be a learning organization--view their conditions for learning. Findings: By using this approach, the normative values surrounding the concept of the learning organization were discussed. This approach identifies power-relations: i.e. who has the priority of interpretation to define what learning is desired and considered relevant as well as when, how and where one learns. In addition, it gives indications to how and why the implementations of management concepts are not always successful. Originality/value: This article shows how the implementation of a governance concept (learning organization) in fact can be seen as bringing with it unintended consequences for the organization as a whole--and especially for the professionals. Even within a work organization claiming to be a learning organization, learning gaps can be identified.

A study of eight Swedish companies that reverted to previous forms of work organization shows how gender influences organizational change. The learning organization concept challenges gender order, but gender segregation and stereotypic gender-coding of work are strong mechanisms for reversing change and obstructing individual and organizational learning. (Contains 30 references.) (SK)