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A change is occurring in how people think about who in the organization has credible and valuable knowledge that the organization can use to solve its difficult problems. This shift is a movement away from the idea that knowledge is found only in a select group of experts or “best” practitioners and toward the idea that useful knowledge is distributed throughout the whole of an organization. Knowledge‐sharing systems at Ford, British Petroleum and Lockheed‐Martin reflect this change.

Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study’s focus was to generate authentic and descriptive accounts of the interviewees’ experiences with virtual teaming routines.

This case study gathered concrete, practical and context-dependent knowledge about virtual teaming routines in a specific environment. The main source of data was narrative expert interviews with working members of the team.

This study illustrates how a mix of face-to-face and virtual routines can ensure organizational learning in virtual teams.

This case study is limited to one virtual team in the information industry. Future research could build on this research to study virtual teams in other industries.

This research offers specific examples of teaming routines that managers of virtual teams might adapt in managing their own teams.

Given that the use of virtual teams is a growing phenomenon, understanding how to help those teams learn effectively is a critical issue.

This case study extends the research on teaming routines to virtual teams.

This paper aims to provide an overview of the development of learning organization concepts from the perspective of Nancy Dixon, who has been at the forefront of the learning organization discussion since the 1980s.

Through a conversation with Dixon, and a scan of some of her works, this paper discusses several topics pertaining to the evolution of the learning organization debate, from Dixon’s perspective.

Dixon’s understanding of learning organizations was influenced by concepts related to action learning where people in organizations learn through meeting and talking about their problems. What distinguishes her understanding from others in that it is built more on the perspective of psychological safety, as inspired by Amy Edmonson's work.

Dixon acknowledges that her work has had more impact on the practitioner side. Dixon maintains that learning organizations are more egalitarian and move away from hierarchy. There are ethical underpinnings to this understanding as, with psychological safety, people are willing to speak up in those situations when their voices are needed to be heard.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This study illustrates how a mix of face-to-face and virtual routines can ensure organizational learning in virtual teams.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Managers frequently experience difficulty in implementing skills they learn in management development courses owing to two obstacles; (1) the conflict between the skills being taught in the course and the manager′s current skills which may be so well learned as to be automatic; and (2) the conflict between the skills being taught and the manager′s assumptions about self, others and the organisation which may not support the new skills. The combination of Action Science (Argyris) and Action Learning (Revans) provides a powerful methodology to surmount these two obstacles. The processes involved are: critical reflection, re‐framing, and unlearning/relearning. These processes are practised in heterogeneous small groups which meet over several months to resolve real organisational problems.