The factors contributing to organizational learning in police units in Finland and elsewhere were examined to find strategies to improve the prerequisites of learning and compare linear and nonlinear methods of modeling organizational learning prerequisites. A questionnaire was used to collect data from the 281 staff members of five police departments in western Finland (74.9% of the total study population). The respondents included patrolmen (42%), investigating officers (24%), and individuals performing other duties such as administrative and office work (34%). The questionnaire responses were analyzed by exploratory factor analysis and Bayesian dependency network modeling. The principal component analysis resulted in a 13-component solution with 68% of the total variance explained. The following learning prerequisites and associated factors were identified: (1) management style (management supporting the group; management sharing responsibility); (2) development of know-how (systematic development of competence; rewarding for competence; organization of interaction); (3) work content (the developing aspects and comprehensiveness of work; opportunities for learning through work; the reflective nature of work); (4) teamwork (team spirit; ability to cooperate; motivation to develop); and (5) motivational factors (commitment to work and workplace community; growth motivation). (The bibliography lists 19 references. The questionnaire and a component correlation matrix are appended.) (MN)