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Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a formula for action learning in networks, (2) the notion of action learning research, and (3) the application of action learning research in networks. This chapter reviews how each of these three key theoretical contributions emerged as insights and were developed over time through three large-scale funded interorganizational action learning projects. The chapter provides insights into the process of theorizing as the authors show how these frameworks emerged through inquiry into experience and were consolidated through collaborative action as practice-based research, research as practice, and practice as research toward designed-in impact.

Aims to clarify the logic on which current action learning variants are based in order to better inform practitioners and aid them in making methodological choices appropriate to need rather than faddishness. First attempts to identify what it is Revans and other practitioners are trying to achieve through their action learning variants. Then examines these variants from a praxiological point of view, exploring the extent to which the efficiency, effectiveness, ethics, and economy of these various action learning approaches seem to justify, or otherwise, their usage.

Explores the question “How can we gain a deeper understanding of the contribution of P and Q?”, together with a version in which the following proviso is added “…while maintaining the simplicity and power of action learning as originally conceived by Professor Revans”. It is concluded that programmed knowledge P has little or no place in action learning when we accept that the programme goal is confined to personal development. Further, by emphasizing problem solving and embracing P another significant complicating issue is introduced related to “learning” versus “adaption”. Identifies the expression L = P + Q itself as a confusing expression, and proposes other simple functions emphasizing the need for vigilant Q on introduction of P. Also explores the contribution of P and Q when action learning is simply the means to becoming better action oriented under conditions of turbulence and ambiguity.

Action learning is an exciting concept that has spread around the world following pioneering work by Professor Reg Revans who introduced the process after the Second World War. It is an on‐the‐job learning programme that enables managers in groups from diverse organisational backgrounds to work together to solve real problems, that have not previously been solved, in host organisations. Wlth the aid of a facilitator, the process draws on thc knowledge, skill and experience of participants and relies on their further questioning of the situation to evolve actions that are observed and further reviewed. Through this combination of programmed knowledge and questioning, not only are solutions evolved but, more importantly, the managers learn in a most effective way about how to improve their management skills.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

This study examines the impact of bureaucratic structure on morale among hospital staff. Hypotheses are drawn from Hage's axiomatic theory of organizations, including the predicted negative impact on morale of formalization, centralization and stratification, and the positive impact on morale of task complexity. Contingency hypotheses involving structure and task complexity are also examined. Results indicate morale is either positively affected or unaffected by structure, and negatively affected by process. Some evidence of contingent effects are found. The findings are discussed within the broader context of Weber's theory of bureaucracy. This paper addresses the relationship between several structural features of bureaucracy and workers' morale in a hospital setting. It examines these relationships from broadly defined theoretical perspectives. In this connection, Weber's theory of bureaucracy is treated, as was the case in his original, as part of his general theory of rationalization in modern western society. The study considers the relationship between: 1) Formalization and morale, 2) Centralization and morale, 3) Stratification and morale, 4) Complexity and morale. These structural features of bureaucracy—formalization, centralization, stratification and complexity‐are treated as the means at the command of management for attaining organizational objectives. Worker morale is often referred to as the “level of feeling” about themselves among workers or about the work they perform (Revans, 1964; Veninga, 1982; Simendinger and Moore, 1985; Zucker, 1988). In effect, the term is used in stating that morale is high or low to suggest that something is right or wrong about the organization. Surprisingly, many of these studies do not explain why they are suggesting a particular state of morale, but only that the state of morale is crucial to the performance of the organization. In essence, morale is the level of confidence of the employees. It can vary from one department to the other due to specific or overall structural conditions of the organizations; without giving it routine consideration, performance will degenerate (Nelson, 1989).

Malaysia stands at the crossroads, looking towards both East and West for suggestions as to how best revitalise her industrial policy. Crucial to this process is the training of Malaysia's managers—learning the “action way” could provide the solution.

The chapter describes and reflects upon an EU-funded research initiative, TRADEIT, which has attempted to develop a learning network among European traditional food producers as one way of contributing to the economic sustainability of the ventures, the social sustainability of the food’s regional character and the environmental sustainability of food production through the use of traditional methods.

The chapter describes TRADEIT before moving on to an exploration of learning in organizations and networks. It outlines the action learning research methodology developed and implemented to explore the development of a learning network in TRADEIT. A single case history is presented to illustrate the engagement of a small food producer in the network.

The discussion reflects on the application of action learning in supporting sustainability evident in TRADEIT.

The chapter focuses on the application of action learning in the development of a learning network among traditional food producers across Europe.