The Satisficing Principle in Capability Learning

Whether an organization has a certain capability is often a matter of degree. Thus, in the context of initial learning of a capability, there is generally no clear‐cut or automatic answer to the question of when an organization should be expected to cut back its learning efforts and affirm that the desired capability has been achieved. This paper offers a simple conceptual model for this question, based on the satisficing principle. More specifically, the question addressed is: ‘When does overt learning stop?’—where ‘overt’ learning is understood as being marked by observable allocation of attention and resources to the task of acquiring the capability. The model provides the framework for a discussion of various influences on the aspiration level in the satisficing model, and hence on the nature of the capability that has been achieved when learning stops. Overt learning efforts may be resumed at some time later if external factors operate to lift aspiration levels relevant to the capability. The paper discusses how such ‘re‐ignition’ of learning may occur as a result of an organizational crisis, or of the institution of a quality management program. Copyright © 2000 John Wiley & Sons, Ltd.