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To innovatively address challenges faced by corporate entrepreneurship (CE) in this modern age of globalization and digitalization, this chapter takes a fresh look at questions of learning and leadership from the perspective of organization development (OD), a field that has long studied questions of planned and emergent change. This alternate perspective adds to our knowledge and understanding of the role of individuals and teams in CE and presents opportunities to integrate learning and leadership. In particular, the OD literature provides us with multilevel measurement methods and tools to better analyze the employee and team level-of-analysis. As a result, these insights should enable us to better explain the interaction between CE strategic orientation and the performance of corporate venturing employees and teams, as well as the progress of organizational strategic renewal and market (re)creation efforts.

In the light of the financial crisis and the radically changed conditions in the market place, international leadership development is facing new demands. The Danish-based International Leadership Institute Mannaz has researched the new conditions in collaboration with the Institute of Executive Development in the United States.

The research, conducted in 2008 and 2009, combines, in an innovative way, quantitative and qualitative inputs, from both current and future perspectives, from some 111 senior Corporate Executives, Heads of Human Resources and of Learning and Organisational Development in large international corporations headquartered in Europe and the United States; together with the thoughts of some 50 experienced practitioners involved in executive coaching as well as in designing, developing and facilitating leadership development programmes. Also we include a section summarising the key findings from recently published research from other leadership development surveys. Conclusions reveal that the crisis has propelled a long-awaited decline of the traditional classroom-based educational approach to leadership development. Instead, effective leadership development is suggested to build on experiential learning approaches rooted in real life, real time and allowing for more immediate impact and providing for considerably higher relevance and motivation. Coaching, leaders teaching leaders, stretch assignments, action learning, peer networking, customer insights and selective use of technology are seen as important contributors to the leadership development process going forward.

The authors discuss a large system transformation project they designed and implemented in Slovenia at the start of its independence in the early 1990s. Post-mortem insights are useful for practitioners who embark on similarly broad transformation processes. Design issues are discussed such as structuring the pre-contracting phase to guarantee inclusive stakeholder representation and participation throughout the transformation process and how intervention design needs to allow for experimentation and multi-stakeholder alliance building. Application of action research and action learning in a risk-averse environment typical of central governments helped create a sense of ownership, control, and collective accountability in the partner country.

This chapter describes an approach to leadership development that focuses on enhancing an organization's capacity for “connected leadership.” The framework is based on the idea that, in the face of complex challenges, three organizational-level leadership tasks must be accomplished: (1) direction must be set not once and for all, but in a way that is recurring and iterative; (2) alignment must be created among aspects of a work flow, among people and groups, and among organizational systems and processes; and (3) commitment must be generated and maintained throughout times of change. We describe four features of our approach and illustrate using examples from an organization in the midst of significant transformation.

This chapter examines emerging trends in the use of advancing technologies in human resource development (HRD). The use of technology in the workplace to increase productivity and optimize business results is not a new concept; however, the use of technology to capture vital HRD data and create innovative organizational development strategies and programs is now the cornerstone of many HRD organizations. In dealing with the challenges of a global, multigenerational workforce, having to do more with less, and the constant demand to remain competitive, organizations seek innovative ways to integrate technology into its organizational development practices. The use of technology in human resource development has proven to save time, costs, and provide a more accurate assessment of the state of the workforce regarding skills, competencies, culture, and talent acquisition over previous methods. While advancing technologies in human resource development offer significant value and benefits, it also presents challenges and issues. For this reason, it is vital for organizations to gain a holistic understanding of the positive and negative implications that advancing technologies have on human resource development practices. This chapter explores four areas of focus in advancing technologies in HRD: (1) emerging trends; (2) value and benefits; (3) challenges and issues; and (4) opportunities for use.

Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce transferable individual and group (and, ultimately, organizational) capacity to advance knowledge in ever expanding professional contexts.

In development in North America since 2003, the Informed Systems Approach incorporates principles of systems thinking and informed learning though an inclusive, participatory design process that fosters information exchange, reflective dialogue, knowledge creation, and conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Integrated design activities support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning.

A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further participants’ topical understandings and enrich their information experiences. In addition, an action-oriented intention and inclusive participatory disposition ensures improvements of real world situations.

While earlier research discussed networking and alliance strategies of born globals on a strategic level, this paper investigates and analyses the specific organizational skills that enable the firms to successfully initiate, manage and finish their R&D alliances with Multinational Enterprises (MNEs). It is discussed how the specific aspects of the alliance capability can help born globals to counteract the challenges and risks of collaborating with MNEs. A longitudinal process study of a Danish technology born global with three embedded cases of its R&D and marketing alliances with Asian MNEs is discussed. The organizational skills comprising the alliance capability are defined to be internal and external assessment skills, need detection and coupling skills, asset protection skills, project management skills, termination skills and the learning processes to build the alliance capability further. A set of propositions is developed to tie these organizational skills to alliance performance.

The field of organization development is about change and development of organizational systems. One of the major barriers to system change is organizational silence, the fear of lower level to speak truth to power, and senior leaders' reluctance to seek the truth. Consequently, senior leaders whose role is to orchestrate strategic change that will develop the organization's capabilities do not know the whole truth about their system's capabilities to achieve its purpose and strategy and live to its values. Thirty years of enabling leaders to transform their organization through safe honest, collective, and internally public conversations using a structured process called the Strategic Fitness Process (SFP) has led to insights about why such conversations are powerfully transformative. After a brief description of the SFP, this chapter describes insights and supporting grounded data about why honest conversations were transformative when leaders fully embrace the practice and spirit of SFP. These insights were gained from facilitating and observing hundreds of honest conversations in progress. The findings have implications for how leaders aided by consultants can accelerate strategic change that will improve effectiveness and performance while simultaneously transforming trust and commitment.