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Article
Publication date: 24 October 2008

Ambjörn Naeve, Miguel‐Angel Sicilia and Miltiadis D. Lytras

The purpose of this paper is to provide a model for a process‐oriented view on learning in organizations, and to link this model with IMS Learning Design (LD), a language

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2861

Abstract

Purpose

The purpose of this paper is to provide a model for a process‐oriented view on learning in organizations, and to link this model with IMS Learning Design (LD), a language for the description of pedagogical arrangement of multi‐role activities.

Design/methodology/approach

This article exploits conceptual modeling techniques and a literature review.

Findings

A tentative mapping of the GOAP model to LD constructs is sketched, and some tentative aspects that suggest the need for an extended specification embedding LD are discussed.

Research limitations/implications

This paper describes a model for a process‐oriented view on learning in organizations, and sketches how that framework could be integrated with IMS Learning Design, a language for the description of pedagogical arrangement of multi‐role activities.

Practical implications

The paper promotes the role of conceptual modeling as a key process for learning design.

Originality/value

The paper presents an exploitation of learning processes modeling towards effective learning designs.

Details

Journal of Knowledge Management, vol. 12 no. 6
Type: Research Article
ISSN: 1367-3270

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Article
Publication date: 1 August 2002

Richard Bawden and Ortrun Zuber‐Skerritt

Presents a conceptual framework for process management of groups involved in action learning and action research. Discusses propositional, practical and experiential…

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3170

Abstract

Presents a conceptual framework for process management of groups involved in action learning and action research. Discusses propositional, practical and experiential learning; and the concept of meta‐learning (learning to learn) in relation to the “learning organisation”. Presents a model of process management that concerns people and process, with implications for research in industry, government and higher education.

Details

The Learning Organization, vol. 9 no. 3
Type: Research Article
ISSN: 0969-6474

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Article
Publication date: 20 February 2009

Richard Dealtry

The purpose of this paper is to examine the successful design and management of high performance work‐based lifelong learning processes.

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2400

Abstract

Purpose

The purpose of this paper is to examine the successful design and management of high performance work‐based lifelong learning processes.

Design

The paper summarises the process management practices and contextual parameters that are being applied in the successful design and management of high performance work based lifelong learning processes.

Findings

The paper finds that innovations in lifelong learning process design and development are restricted by traditional pedagogical thinking and administrative practices, an over emphasis on e‐learning and insufficient consideration of the holistic contextual factors. Design solutions are dynamically based on the idea of a timeless organic order or meta‐planning.

Research limitations

This paper is an outline summary of extensive lifelong learning process design best practice work with client organisations. As with many innovations taking place at the leading edge of work‐based learning management there is a limited supply of reliable published information.

Originality/value

Satisfying the important questions relating to the achievement of more substantial learning relevance in programme curriculum, the coherence of processes for validating non‐formal and informal learning and the effective value of e‐learning systems, are currently key areas of debate and policy making in Europe in particular. Where public and private sector companies are finding local global solutions these results are of considerable value in informing quality design and the way forward.

Details

Journal of Workplace Learning, vol. 21 no. 2
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 February 1995

Nandish V. Patel

Much educational practice taught at teaching colleges regarding theprocess of teaching and learning is derived from a theoretical base.Less is based on lessons learned

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3534

Abstract

Much educational practice taught at teaching colleges regarding the process of teaching and learning is derived from a theoretical base. Less is based on lessons learned from the observation of the actual process of teaching and learning. Undergraduate teachers and mature practitioners are left with unstructured and unsystematic personal reflections of the process of teaching and learning for meeting any deficiencies they may have perceived. Soft systems methodology is an approach that can fill this lacuna. It provides a structured and systematic as well as systemic, approach for analysing actual practices in organized human activities, or human activity systems, such as the institution of education. The methodology is of particular benefit for analysing the process of teaching and learning because it does not require starting the process as an identified and precisely defined problem requiring a commensurate solution, yet it is still capable of generating recommendations for improving the process. The methodology is applied to this process to discover whether it can reveal hitherto unrecognized teaching and learning activities which can be used to improve the process in question.

Details

International Journal of Educational Management, vol. 9 no. 1
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 August 1996

Bill Buckler

According to Revans, for an organization to be successful in today’s rapidly changing environment, its capacity to learn must exceed the rate of change imposed on it…

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6873

Abstract

According to Revans, for an organization to be successful in today’s rapidly changing environment, its capacity to learn must exceed the rate of change imposed on it. Through an examination of the processes by which individuals in organizations learn, develops a learning process model to facilitate continuous improvement and innovation in business processes. Draws on relevant theories which provide an understanding of how and why people learn, barriers which prevent learning, and the role managers need to play in the learning process. Provides a vision of what may be achieved by the systematic implementation of the learning process model. Deming’s system of profound knowledge provides a focus for learning activity. The model has been developed in a way which will be of practical use to managers working in organizations.

Details

The Learning Organization, vol. 3 no. 3
Type: Research Article
ISSN: 0969-6474

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Article
Publication date: 1 January 2004

Tuija Lehesvirta

The study investigates learning as knowledge‐creation processes on individual and collective levels. The processes were examined in an ethnographic study, conducted in a…

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2285

Abstract

The study investigates learning as knowledge‐creation processes on individual and collective levels. The processes were examined in an ethnographic study, conducted in a metal industry company over a four‐year period. The empirical study suggests that conflicts and crises experienced on individual level were some kind of incidental starting points for individual learning processes. Whether these processes continued to the collective level depended on how the individual learner or the collective recognised the significance of sharing knowledge as well as on opportunities, willingness and ability of individuals to share their experiences. It also depended on managers’ understanding of learning processes whether opportunities for knowledge sharing were arranged and thus, whether learning at work was supported.

Details

Journal of Workplace Learning, vol. 16 no. 1/2
Type: Research Article
ISSN: 1366-5626

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Book part
Publication date: 22 June 2021

John N. Moye

Chapter 8 synthesizes the research findings from the processes of sensory cognition into the design and configuration of the learning environment. The focus of cognition…

Abstract

Chapter 8 synthesizes the research findings from the processes of sensory cognition into the design and configuration of the learning environment. The focus of cognition changes perspective and focus from the attributes of an external stimulus to the internal processes of integration with prior learning and internalization into a new cognition of the individual, which is labeled as the individual's learning ecology. These processes provide a plausible model for the design of the learning environment dimension, which internalizes the learning into transformational and ultimately lifelong learning. The processes of sensory cognition provide a viable and practical model to engineer learning cognition in the same way the brain does with sensory cognition. Like sensory cognition, learning cognition is the result of the structure of the learning environment.

Details

The Psychophysics of Learning
Type: Book
ISBN: 978-1-80117-113-7

Abstract

Details

The Future of Corporate Universities
Type: Book
ISBN: 978-1-78743-346-5

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Article
Publication date: 1 March 1998

Bill Buckler

This paper outlines research currently being carried out at the Nottingham Trent University, in collaboration with a recently privatised utility. The aim of the research…

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4985

Abstract

This paper outlines research currently being carried out at the Nottingham Trent University, in collaboration with a recently privatised utility. The aim of the research is to synthesise a learning process model from relevant learning theory, and from this, to derive a practical model, which can be used by organisations to facilitate individual, team and organisational learning, resulting in continuous improvement and innovation in business processes. The learning process model has been developed, and was the subject of an article in The Learning Organisation (Buckler, 1996). Workshops, based on the model, have been held, with groups of managers, and feedback from these has been used to assess the usefulness of the models in an organisational context. This process has resulted in the design of a series of six workshops which aims to help organisational management teams develop a deep understanding of the learning process. This will lay the foundations for a systemic approach to learning within the organisation, and a move towards the elusive learning organisation. Research is continuing, with further field trials of the workshops, which will provide insight into the links between individual, team and organisational learning, the relationships between learning and performance, systemic barriers to learning, and necessary leadership skills.

Details

The Learning Organization, vol. 5 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Open Access
Article
Publication date: 25 October 2021

Annika Engström, Nikolas Käkelä and Joakim Wikner

The purpose of the paper is to describe ambidextrous learning in organizations within the customer order-based context (COBC), here based on a dynamic view of work…

Abstract

Purpose

The purpose of the paper is to describe ambidextrous learning in organizations within the customer order-based context (COBC), here based on a dynamic view of work processes. The study focuses on how organizations can learn while working with customer orders, considering learning in organizations as both a process and an outcome.

Design/methodology/approach

This conceptual article focuses on learning in the COBC, where the individual customer requirements represent a key input into the organization’s work processes, thus limiting the possibilities to plan and standardize. The COBC brings about challenges and potentials for learning in organizations where task variety and complexity are high and in which the contradictory interplay between efficiency and responsiveness is apparent not only at a strategic level but also at an operative level in the customer order fulfillment processes. Depending on the variations in tasks and parallel complex work processes between different units in the organization, the ambidextrous learning dynamic can appear in the COBC.

Findings

Five propositions were made from the analysis: Proposition 1: Learning in the COBC can occur both in real-time but also in retrospect and with sporadic and recurrent interventions. Proposition 2: Learning in the COBC can occur for, as well as from, customer order processes. Proposition 3: Learning in the COBC varies and will depend on the delivery strategy. Proposition 4: Learning can be stimulated by the variation in priorities among customer orders in the COBC because the work characteristics for the back office and front office differ between customer order fulfillment processes. Proposition 5: Learning in the COBC can occur both within the back office and front office but also between these organizational units. The paper discusses the importance of building learning infrastructure in COBC and how that can be supported by a suggested learning office.

Originality/value

The present study demonstrates the importance of functions being able to act both as back office and front office in relation to delivery strategy. It also shows the ambidextrous learning process for the sake of improving both the internal efficiency and external effectiveness across the organization.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

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