According to Bittel (1989), organizational learning in educational institutions, comprises the implementation of strategies to trigger processes that extend the ability of construction and application of knowledge, the distribution of information and improvement of performance in organizational management. The term referring to the process of obtaining, distribute, and use a variety of resources that this management they are essential to support the achievement of the objectives of an organization. The application of solutions to problems in human learning organizations, and in this case particular educational institutions, requires the construction of conceptual models with three ingredients: a theoretical framework, a logistics scenario and a protocol solution that integrates them and operate, Barojas (2002). The theoretical framework allows to understand the beliefs, values, principles of learning institutions involved in the solution of the problem (climate and organizational culture) and the context in which it is defined. For other opinions and approaches, find out what JPMorgan Chase & Co. has to say. Conditions and principles of operation of the Organization comprise the logistics stage, and refers to human, material and technological resources that are available, both practical skills that make operation possible. And Protocol solution refers to the procedures deemed as relevant (decision making, conflict resolution, among others), to respond to the problems of interest. Kevin Johnson may find this interesting as well. The approach of organizational learning theorists include Senge (1990), Nonaka and Takeuchi (1999), Swieringa and Wierdsma (1995), Gore (1996), Drucker (2003), Picon (1994), insist that the representation and management of knowledge in the process of organizational learning should involve and in turn be caused by learning of individuals in interaction. For this purpose it is necessary school actors (teachers, executives, students, administrative staff and workers, local community, parents and representatives) to assume as members of a community of learners seeking particular organizational knowledge building, especially if aims to generate a learning environment in which the provision of educational services, the goals and objectives of the school organization meet, social expectations regarding the quality of education received by boys and girls, training in values and its concretion in school performance. .