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This paper describes a framework for investigating organizational learning style. The theory of learning styles developed for individual applications is extended to an organizational application. Learning styles of organizations may be best categorized by the preferences of both formal and informal systems of information handling. The link between organizational learning and strategy formulation is examined based on a learning style framework containing two dimensions: Abstract—Concrete and Random—Sequential. Different types of organizations will tend to exhibit different learning styles. Predispositions toward general patterns of strategy process and content are associated with each learning style.

The purpose of this paper is to compare and understand how age, gender and culture affect individual career and work-related attitudes in Chinese and American samples.

Online and printed questionnaires were administered to employees and managers in China, whereas in the USA, faculty, staff and students at a Midwestern university responded to an online survey. Snowball sampling technique was used to collect data. Independent sample t-tests were conducted to test the hypothesis.

The study showed different work values and attitudes in the workplace between Chinese and the US samples, and indicated the specifics influences that national culture has on them. Culture affects generational changes; generational differences in the US sample are bigger than in Chinese sample; work values differ across generations and cultures; traditional gender role differences persist more strongly across generations in Chinese sample than in the US sample.

Generalizability issues; cross-sectional data.

US-based multi-national corporations need to understand these differences and better manage their diverse employees operating in China.

This study compared generation, culture and gender differences simultaneously; parallel groups at similar life stages were used by basing the boundaries of each generation on the distinct cultural events of each nation. This approach is more consistent with generation definitions than by using influential specific events of each country, respectively. Useful to managers, it will provide guidance for understanding work values and attitudes across gender and generations in the USA and China. Most benefit will occur for US based multinational companies that have Chinese operations, and manage employees with cultural, gender and generational differences.

The purpose of this paper is to examine generational differences in attitudes toward careers in China. Generational differences are quite apparent in Chinese society. People who were born in the 1960s experienced the Cultural Revolution in their childhood. Those born in the 1970s witnessed the dramatic and profound social changes after China's open‐door policy was enforced. The generation born in the 1980s is believed to be the spoiled generation that highly values materialism and self‐realization, due to being the only child in the family as a result of the “One Child” policy.

The authors surveyed Chinese people between 20 and 50 years old about their career attitudes to explore six hypotheses based on predicted patterns of generational change.

The paper found more differences in desired attributes of their manager than in their perception of themselves. Some career attitudes and abilities vary across the three generations but, given the historical and common assumptions of generational change, extensive differences were not found.

The authors' sample of 277 can only provide general insights into Chinese attitudes, given the size and diversity of the Chinese population. The study hopes to spur further research into generational differences in China and elsewhere.

The paper provides insight into how the generational groups in China currently in the workforce think about their careers. Generational clashes in the workplace are also discussed.

No previous projects directly use the studies method or concepts in China. It builds on past work examining work values and career attitudes in China to contribute insights into generational differences within China.

The concept of self‐managed work teams is identified as a historically grounded story of success originating in perspectives on Socio‐Technical systems and the Quality of Work Life. Expansion based on early success has focused on structural problems associated with the establishment of teams and on solving acute problems that may arise. This paper suggests that future success and research on teams must confront an increasingly complicated set of team applications and needs to shift to a process orientation. The process issues related to long term team operation are more appropriate to a chronic problem/wellness model that is proposed by the authors.

The four papers in this special issue on organizational learning discuss and synthesize the diverse literature on the reframing managers' control orientations to organizational learning framework, organizational communication systems and processes as the foundations for generating and deploying knowledge, relationships between organizational learning styles and strategy formulation, and relationships of different learning to different types of corporate venture and venture effectiveness.

This chapter describes how the anticipation of connected content relegates cognitive spacing, which opens the possibility for schema acquisition. Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development.

Understanding information input and output is central to providing meaningful instructional opportunities. This chapter describes the three phrases of cognitive spacing: ready, set, and go.

Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development. This is accomplished by ongoing reorganizations where new information, known information, and assumed information are evaluated against current stimuli. The subsequent shifts in understanding are the fundamental crux to instilling lifelong learning within students.

The importance of spacing theory in literacy development is significant to skill development and content acquisition.