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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.

This article exploits conceptual modeling techniques and a literature review.

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.

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.

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

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.