Research background and purpose:
The notion of the learning organisation, especially as conceptualized by Peter Senge, has attracted growing interest in the context of public sector reform. Yet the advancement of organisational learning capabilities within public institutions remains constrained by entrenched structural, cultural, and procedural barriers. The aim of the study was to identify the extent to which the elements of Peter M. Senge’s learning organisation model - such as systems thinking, mental models, shared vision, team learning, and personal mastery - are present in change management processes within public sector organisations.

Design/methodology/approach:
This study is grounded in empirical data obtained through a quantitative survey administered to 576 employees representing various public sector organisations in Poland. The questionnaire was designed around the core dimensions of the learning organisation framework, with an emphasis on assessing the role of experiential learning in facilitating both strategic and operational change. The collected data were subjected to statistical analysis to uncover prevailing trends and examine possible relationships between learning practices and organisational change dynamics.

Findings:
Although public sector organisations are increasingly aware of the significance of experiential learning, its implementation remains fragmented and lacks consistency. Cultural rigidity, bureaucratic inertia, and silo-oriented management structures pose substantial barriers to the dissemination of learning practices. The results emphasise that achieving effective organisational learning and sustainable change requires a fundamental cultural transformation, rather than relying solely on structural reforms.

Value added and limitations:
The article advances public management scholarship by providing empirical insights into the application of the learning organisation model within a context characterized by pronounced institutional rigidity. It highlights critical areas in need of development to enhance a culture of reflection and organisational adaptability. A key limitation of the study is its restricted geographical and institutional focus, suggesting that future research would benefit from cross-country comparisons and longitudinal approaches.