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The purpose of this paper is to highlight challenges and opportunities that surround the process of intergenerational learning and knowledge transfer. Several options in this regard have been discussed from the managerial and employee perspective.

The systems approach has been implemented to identify options of intergenerational learning and knowledge transfer that could be valuable when developing a strong individual and organizational body of knowledge with the purpose to avoid the “knowledge crash.”

A review and analysis regarding intergenerational diversity, especially in the light of information and communication technology and social media, has been proposed along with the discussion on possible intergenerational knowledge transfer practices and methods of developing learning agility in all generations though engaging in internal mobility and building communities of practice and learning.

Conclusions and remarks provided in the paper need further empirical testing and validation.

Implications for practitioners, especially mangers, have been identified regarding recommendations for implementing intergenerational knowledge transfer solutions which could benefit all stakeholders – not only younger and senior employees but also managers responsible for pursuing enterprise development based on continuous learning and knowledge sharing.

Implementation of suggestions provided in the paper regarding intergenerational knowledge transfer and learning could result in significant benefits in terms of less intergenerational conflict and stress and greater organizational working cohesion as well as further advancements in organizational learning and knowledge management.

Challenges that surround the process of intergenerational learning and knowledge transfer have been identified along with options to manage this complicated and often delicate processes from the managerial and employee perspective.

The purpose of this paper is to highlight challenges and opportunities that surround the process of learning with an emphasis on higher-order learning and learning as behavior. Higher-order learning has been conceptualized as learning behavior that can be learned.

The holistic framework regarding higher-order learning has been proposed on the basis of systems perspective and critical thinking of previous contributions.

A review and analysis of learning, especially higher-order learning, resulted in its conceptualization and guidelines on how to implement it. Higher-order learning is a learning behavior that can be learned and implemented in many situations in complex social and organizational practices.

Conclusions and remarks provided in this paper need further empirical testing and validation.

Implications for practitioners have been identified in terms of recommendations for implementing higher-order learning as a learning behavior that can be learned.

Dedicated implementation of higher-order learning and learning as behavior can bring true change to the current social and economic paradigm and lasting solutions to the so-called “stubborn problems” of pollution, abuse, destruction and poverty, and can cause systemic transformation of our declining society.

Higher-order learning has been conceptualized and challenges surrounding it have been identified along with suggestions on how to overcome them.

The purpose of this paper is to examine and discuss the role that spiritual development plays in the development of learning individuals and organizations. Spiritual development has been examined though the lens of various meditative practices (such as transcendental meditation, mindfulness and flow) and religious indoctrinations (such as Hinduism and Islam).

Possibilities of developing learning individuals and learning organizations have been examined by reviewing the benefits of meditative practices and core beliefs of several religious indoctrinations. The findings have been discussed and put into context of the desired learning organizations characteristics, especially from the perspective offered by Peter Senge.

The presented discussion points to the conclusion that spiritual development, either by practicing certain meditation practices or by implementing core values of different religious indoctrinations, can be considered as a missing and a powerful leverage when developing learning organizations. Spiritual development of individuals might be the missing link or the Holy Grail which could make the learning organizations, as defined by Senge, not only logical and desirable but also attainable.

In this paper, other religious indoctrinations and their correspondence with the learning organization philosophy, besides Hinduism and Islam, have not been considered.

Implications for practitioners, especially managers, have been identified regarding recommendations for designing working environments that would enable space and time for practicing meditative practices. Implications for raising the level of consciousness have been identified for individuals striving to enliven their state of being and hence improve their creativity and motivation, as well as the inner sense of serenity and well-being. Suggestions have been provided for practitioners in the academic environment regarding the need to introduce the benefits of raising the level of consciousness to their students.

Raising the level of consciousness and developing spirituality can have tremendous positive social implications in terms of improved health, ethical and moral conduct, social relations, creativity, productivity and general welfare.

By comparing the benefits of raising the level of consciousness by practicing meditation and reflecting on religious core values and beliefs with the desired learning organization characteristics, it becomes clear that individual spiritual development is the missing link when building learning organizations.

The purpose of this paper is to highlight challenges regarding methodological approach in studying learning organizations as well as the following content related issues: knowledge harvesting in project work, role of middle managers in creating energized learning environment, structuring individual activities to promote learning, impact of context-related factors (spaces of performance) and content-related factors (storytelling) on learning in higher education and diverging assessments of learning organizations with regard to hierarchy and organizational size.

Conclusions and models presented in the paper have been designed based on the systems perspective, critical thinking and critical review of previous contributions.

Findings refer to suggestions regarding further empirical work based on solid normative contributions in the field of learning organizations in general and its specific topics such as learning in project work, organizational design, role of middle managers, learning organization perceptions and learning challenges in higher education.

Conclusions and models provided in the paper need further empirical testing and validation.

Implications for practitioners have been identified in terms of recommendations regarding possible methodological approaches in further studies of learning organizations, as well as regarding the following areas: knowledge creation cycle, structuring of individual activities to promote learning, role of middle managers in creating energized learning environment, learning challenges in higher education and divergent assessments of learning organizations regarding organizational hierarchy and size.

Contributions from previous authors have been systemically and critically reviewed, adapted models have been provided and suggestions for practitioners in this regard have been offered.

The purpose of this paper is to discuss the possibilities of transcending individual, organizational and social problems through the prism of presence as suggested by Senge et al. (2012).

The paper is based on the critical review of previous contributions.

The idea of a learning organization seems romantic and elusive, as well as difficult to implement, especially when the definition by Senge (1990) is considered. At the same time, organizational and social complexity is increasing and resulting in numerous difficult or wicked problems. To reach integrative and transcending solutions, a change in perception and surrender to presence is key.

Conclusions provided in the paper could benefit from further practice to corroborate the findings.

Suggestions for practitioners have been provided on how to solve personal, organizational and social problems on the basis of the paradigm shift and the shift in perception.

In this paper, the individual, organizational and social dimensions in terms of their intricacies are considered and solutions are offered that could simultaneously solve wicked problems on all three levels.