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21 – 30 of over 190000Highlights the need for libraries to become learning organizations to enable them to survive by responding appropriately to change. Warns that there is no cookbook recipe for…
Abstract
Highlights the need for libraries to become learning organizations to enable them to survive by responding appropriately to change. Warns that there is no cookbook recipe for creating a learning organization but identifies some of the necessary conditions, underlines the importance of individual learners in building a learning organization, and describes how individual learning should be managed. Concludes with an examination of the challenges facing library and information professionals.
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Concepts about the learning organisation have become popular ideas for companies and organisations alike to promote the learning process within them. The practice has, however…
Abstract
Concepts about the learning organisation have become popular ideas for companies and organisations alike to promote the learning process within them. The practice has, however, received a mixed reception somewhere between enthusiasm and scepticism. This is because the ideas themselves have been developed from different interpretations of the concept. There is, however, strong commitment from various individuals in organisations who make an attempt to explore and use the concepts of the learning organisation. This paper introduces and explores the concept and practice of gestalt therapy. The article explores the similarity between the concepts and practice of the learning organisation, and gestalt therapy, such as concepts of learning, holism, existential phenomenology, mental models, and team learning, with examples from his practice. The author concludes with his integrative model and believes that this contribution may further improve the understanding of the concepts of the learning organisation.
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Through a conversation with a practitioner, aims to understand the definitions given to the learning organization and how they relate to a model of organizational learning.
Abstract
Purpose
Through a conversation with a practitioner, aims to understand the definitions given to the learning organization and how they relate to a model of organizational learning.
Design/methodology/approach
Provides a brief overview of a conversation concerning organizational learning vs the learning organization.
Findings
Organizational learning and the learning organization can and should co‐exist. To be effective as a learning organization there is a need for a deep learning cycle and recognition that it will take time.
Originality/value
Offers advice on how to be an effective learning organization.
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The concept of the learning organisation is now established, yet there are not many organisations that claim to be learning organisations. Revisits the concept of the learning…
Abstract
The concept of the learning organisation is now established, yet there are not many organisations that claim to be learning organisations. Revisits the concept of the learning organisation to illustrate the key attributes. Suggests some of the key requirements to make the transformation into a learning organisation and highlights the benefits that can accrue.
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The concept of the “learning organization” is quite new. So new in factthat there is no commonly agreed definition of what one is. It iscertainly an organization which promotes…
Abstract
The concept of the “learning organization” is quite new. So new in fact that there is no commonly agreed definition of what one is. It is certainly an organization which promotes learning among its employees – and also an organization which itself learns from that learning. This, I know, sounds very vague – and unhelpful. It is more fruitful to try to understand the concept by looking at organizations which could be said to be learning organizations (whatever that means) and then seeing if there are common attributes or parameters which can guide us to a better understanding of the term.
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Jonathan Garnett, Selva Abraham and Param Abraham
The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations.
Abstract
Purpose
The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations.
Design/methodology/approach
The paper draws organisational learning- and work-based learning literature and case study illustrations.
Findings
To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation.
Research limitations/implications
There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches.
Practical implications
The conclusions reached have implications for higher education and non-award bearing executive education.
Social implications
The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment.
Originality/value
The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
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Reflects on the development of the concept of a learning organisation as a tool for business success. Argues that, unlike many management ideas, organisational learning is not a…
Abstract
Reflects on the development of the concept of a learning organisation as a tool for business success. Argues that, unlike many management ideas, organisational learning is not a “fad” but is increasingly accepted as a vital strategy for organisational survival and development in a continually changing environment. The learning organisation is seen as an aspiration for a continuous process with the potential to energise people for very long periods of time, rather than providing a quick‐fix solution. Whilst creating sustainable knowledge which can be valued as an asset on the balance sheet it also makes organisations more productive, profitable and more humane places to work.
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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…
Abstract
Purpose
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).
Design/methodology/approach
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.
Findings
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.
Research limitations/implications
In this paper, other religious indoctrinations and their correspondence with the learning organization philosophy, besides Hinduism and Islam, have not been considered.
Practical implications
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.
Social implications
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.
Originality/value
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.
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The purpose of this paper is to introduce a conceptual framework to assist members of an inter-company structure in understanding the partner company's interest in interacting and…
Abstract
Purpose
The purpose of this paper is to introduce a conceptual framework to assist members of an inter-company structure in understanding the partner company's interest in interacting and advancing toward a learning organization.
Design/methodology/approach
The paper provides a framework outlining the differing patterns of interaction between the two separate organizations and describes how each of the differing interactions should be used to align the learning system. Without understanding the 4 Cs from the side of both companies, the interaction may misalign, and the shared vision of learning may fail.
Findings
In order to best ensure consistency in knowledge sharing across the organizations, the L&D practitioner in conjunction with the sales and marketing arm of the organization should examine the interactions and identify the patterns of interaction before developing a learning system engaging the partner organization.
Practical implications
Managing the patterns of interaction through an understanding of the 4 Cs allows the organizations to quickly understand why learning systems are failing and where conflicts may arise.
Originality/value
The paper offers a conceptual framework for senior managers to consider when they enter into an inter-company interaction. The example is set in a wholesale distributor model; however, the framework can provide the L&D professionals areas into which they can expand traditional learning environments when working across company boundaries.
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To determine the percentage of organizations that have moved beyond best practice and lean manufacturing toward zero management learning organizations.
Abstract
Purpose
To determine the percentage of organizations that have moved beyond best practice and lean manufacturing toward zero management learning organizations.
Design/methodology/approach
The research utilized a structured undisguised survey by Weiers to generate the data. A quantitative survey was utilized to elicit information on the various issues identified from a comprehensive review of the literature. The second stage entailed four case study companies randomly selected from the learning organizations identified from the earlier quantitative research In the first stage dichotomous, multiple choice and open questions were utilized while the second qualitative research utilized semi‐structured interviews on a longitudinal basis.
Findings
The findings suggest that those companies pursuing active learning strategies are more likely to possess those attributes that constitute the bedrock of learning organizations. The findings also show the internal drivers to be the need to improve productivity, operational crises, cost reduction and corporate directives while external drivers centered on technology, capacity, customer pressure, new entrants and price sensitivity.
Research limitations/implications
One limitation is that no definitive rules have been devised for managers to transform their firms into learning entities. The view of organizational learning presented here is less straightforward and more complex than those definitions typically offered in consultancy reports and the popular management literature. However, this perspective is more likely to strike a cord with practicing managers as it conforms more closely to their own tacit understanding of the concept. Other limitations result from practical and methodological constraints.
Practical implications
This research has lead to a new learning model that facilitates individuals, groups or organizations to accurately locate themselves on their own unique learning curve cost effectively, the interactive model can be reviewed at the following web site www.thelearningmodel.com Originality/value – This paper will help focus company leaders on the more critical softer issues that drive organizational performance. It identifies the key learning parameters common to all high performing organizations. It should be of value to all management levels from the chief executive to front line staff. When utilized in conjunction with the interactive flash learning model sited earlier individuals or organizations will be able to identify training and development deficiencies cost effectively).
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