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The objective of this study is to analyze the conceptual and domain overlap of organizational learning and organizational resilience; specifically, the adaptation or renewal domain in organizational resilience. From the findings, strategies to foster collective learning leading to organizational resilience are identified and outlined.

Recent organizational resilience conceptual models were analyzed to identify the conceptual overlap between the renewal and adaptation domain of organizational resilience and organizational learning. From the analysis of the models, implications were drawn based on the conceptual overlap found in organizational learning and the adaptable or renewal domain of organizational resilience.

To build the renewal or adaptation domain of organizational resilience, organizations must embody learning into a capability. Systems are then required for learning to remain continuous and foster knowledge acquisition, distribution, interpretation, and organizational memory that leads to dynamic capabilities for renewal and adaptation. The learning strategies must then focus renewing what is known in traditional approaches to organizational learning that supports experiential learning, developing systematic approaches to learning, and creating contexts to facilitate organizational learning. When this knowledge is aggregated to an organizational level, it contributes to resilience.

As organizational resilience grows in attention and importance; it is necessary to investigate similarities and conceptual domain overlap. This study contributes to this need and identifies what can be implemented in learning strategies for organizations’ resilience capacity.

Reviews many of the published studies of the application of action‐learning strategies to management and executive development in North American organizations. Concludes that there are few meaningful examples of action learning that have been analysed for their organizational or developmental effects. Examples that are published seem to assess action learning more for its team‐building applications, with little attention being paid to using this process to facilitate individual or organizational learning.

The purpose of this paper is to examine how online discussion can be used in work‐integrated learning as a vehicle for students to demonstrate their learning in the workplace and to facilitate collaborative learning where face‐to‐face classes are not feasible.

The paper evaluates the use of assessable online discussion in facilitating collaborative learning and scaffolding reflection in work placement subjects. It reviews the literature regarding the use of online discussion, particularly for work placement subjects, and evaluates the use of an online discussion forum in a case study subject in the Queensland University of Technology (QUT) undergraduate law course.

The paper suggests that assessable online discussion forums are appropriate to facilitate student collaboration and collaborative learning in work placement subjects.

The paper is original in its examination of the assessment of online discussion in a work‐integrated learning context.

Advances the view that learning is a strategic variable in individual and organizational effectiveness; discusses the processes involved in learning; proposes ways in which organizations can be more supportive of learning; advocates action learning.

Provides a definition of the purpose and role of action learning (AL) in management education. Gives examples of programmes in a university business school strongly committed to action learning and outlines some of the benefits of this approach for individuals. Acknowledges that AL is less straightforward and more demanding than a traditional taught programme but potentially could achieve a much wider range of learning outcomes.

Looks at learning logs and their relevance in the context of self‐development in organizations and in education ‐ especially within skills development programmes.

The last in a series of four articles that seeks to answer questions about the domains of applicability of action learning. Aims to reach some conclusions about where and when action learning is most appropriate. The authors reflect on their own experience as action learning participants and set advisers to identify the conditions which best support action learning. Offers suggestions for those people who may be considering setting up action learning sets within their own organization. Concludes that action learning works best when the prevailing organizational culture is congruent with that of the action learning sets.

Learning in conversation occurs in a variety of ways. This paper explores one particular way which, it is argued, is central in a knowledge economy. Non‐linear learning occurs through revisiting and re‐examining recurring issues in working life to arrive at new perspectives and new commitments to act in new ways. Such learning contrasts with learning that is linear and incremental, and where there is a pre‐specified endpoint. Non‐linear learning can be facilitated by conversation that is open, respectful, supportive and challenging. The learning that emerges is a result of collaborative effort. The metaphor of a dance is used to characterise a learning conversation of this kind. An example is presented showing its dance‐like qualities and the broad implications for encouraging learning conversations in organisations are identified.

This article seeks to report on actions being taken at a practical level to innovate performance quality assurance systems for real‐time learning environments.

Reviews the consequences for situational learning management as organisations adopt customer‐facing organic strategic postures.

Naturally evolving and progressive vocational and enterprise learning programme assessments are being combined with performance quality reviews of process to produce radical and very powerful QA systems for the performance management of organisationally based enterprise learning.

There are as many varieties of corporate universities as there are companies, all differentiated by industry sector and their state of development and strategic intent. By providing a quality‐assured governance and policy management environment with the supporting faculty competency resources outlined, the progressive learning assignment process, when combined with the browser‐based system, produces an integration of quality‐based performance dynamics in individual and group enterprise learning performance and process management efficiency.

The purpose of this paper is to provide description and an analysis of two worlds colliding where real‐world roles or ideas play out in a virtual dimension. Inhabited by digital natives, the virtual world in a learning organization is a journey back to the future of microworlds where the only limitation is one's imagination.

In 1990, when computer technology flexs its range of useful possibilities, Senge envisions its practical application in a learning organization. He purports the use of computer simulations which he calls microworlds, as a virtual sandbox for learning. His vision, is expanded today, means virtual worlds that co‐exist with the real world. Second life is an example of that virtual world. The possibilities for learning inherent in this virtual world seem limitless in a knowledge‐driven, global society hungry for the next creative and innovative way of transforming the world, real or virtual.

Digital natives are the drivers of change who will explore the brave new world of computer simulations. As simulations become more technologically infuse with artificial intelligence, its application for education and learning will broaden and expand. Unlike the static interface of a textbook, which shows limitations in content scope and delivery, this virtual world knows no limits in knowledge expansion. Validated course content, formal and informal knowledge contributions from peers and experts alike, networked knowledge coming from Web resources and the internet enrich the learner's ability beyond measure to experience the world and know it better and more intimately.

The emergent technology of virtual worlds utilizing simulations of real life work situations is a throwback to the microworlds of yesterday. They are ideal for conducting thought experiments that deepen with experiential understanding. This technology‐mediated form of learning affords the opportunity to experience the results of an action which may take a lifetime to learn in real time. This virtual world allows decision‐making but eliminates the risks of serious, unintended consequences. It is a wonderful resource for living vicariously experiences which are unavailable or unlikely in the real world.

Virtual simulations are useful for learning concepts, ideas, and assumptions that are difficult to perform or test in the physical dimension. Digital natives, people who were born in the 1980s, explore Second Life, and the paper discusses the value of this virtual world.