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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09576059510078729. When citing the article, please cite: Stephen A.W. Drew, Peter A.C. Smith, (1995), “The new logistics management: transformation through organizational learning”, Logistics Information Management, Vol. 8 Iss: 1, pp. 24 - 33.

A widespread interest in organizational learning has been precipitated by the need for radical change and strategic renewal in many institutions. “Learning laboratories” or “microworlds” have been proposed as powerful tools for enhancing learning through experience. As costs of technology decline, and software becomes more accessible, the use of customized computer simulations in microworlds will become a feasible option for many management development programmes. Describes a leadership development programme in the telecommunications industry in which a customized microworld computer simulation was used to promote managerial learning, teamwork and co‐operation. Goals of the programme include development of a new paradigm for competition in the industry and a new vision for the organization. A unique feature of the programme was that success of the microworld was measured and systematically evaluated. A significant impact on improved co‐operation, individual and group learning was observed. Discusses characteristics of microworlds and challenges to simulation designers. Finally, presents some guidelines for successful microworld design, together with suggestions for future microworld application.

It is advantageous to link organizational learning with strategies for restructuring, business process re‐engineering and corporate transformation. Such radical change can best succeed if attention is first paid to overall organizational readiness. Suggests a framework for conducting this type of “change audit”. Concepts of the learning organization can be utilized to “change proof” the firm – to increase its capacity to withstand and exploit unexpected and rapid change. Makes recommendations for combining implementation of a learning approach to strategy with successful, proactive change management.

Presents an empirical stuFinancial institutions are accelerating change by seeking radical improvements in processes such as credit approval, new product development, claims processing and insurance underwriting. Describes an investigation of recent business process redesign (BPR) projects in North American and international institutions ‐ including banks, insurance companies and brokerages. Considers improvements in customer service quality, cycle‐time, head‐count, and cost measures. Develops and tests propositions about the organizational, technological and environmental factors which determine success or failure of BPR projects. Executive interviews and a mail survey revealed the importance of strategic planning practice, project organization, team organization, new technology and benchmarking. Different success factors were found to be associated with different types of BPR projects. Although the results of BPR are frequently less dramatic than claimed by its advocates, well‐conceived and managed projects can help the firm on a path of corporate transformation.

Major change efforts, such as business process redesign and transformation of the supply chain, can usefully be linked to an organizational learning approach. Radical change stands a far greater chance of success if attention is first paid to overall organizational readiness. Suggests a framework for first conducting a “change audit” using a holistic and systemic view of the firm. Concepts of the learning organization can then be applied to increase flexibility and increase capacity to withstand and exploit unexpected and rapid change. Makes recommendations for successfully combining a learning approach to strategy with proactive and integrated logistics management.

The purpose of this paper is to describe the application of scenario planning methods to: identifying disruptive innovations at an early stage, mapping out potential development paths for such innovations, and building appropriate organizational capabilities.

A combination of scenario planning with technology road‐mapping, expert analysis and creative group processes. The techniques described can be integrated with traditional tools of strategic technology planning. The paper presents a short illustrative case study and examples from practice.

Scenario techniques can be successfully applied to analysing disruptive innovation.

Scenario techniques help guide managers to more effective decision making by preparing for a wide range of uncertainty and by counteracting typical biases of over‐optimism and decision “framing”. The techniques presented can be used in executive development and in strategic planning for innovative and high‐tech industries.

This paper presents a novel way to combine scenario methods with technology road‐mapping and creative group analysis. It also provides an overview of the literature and research related to scenario planning for disruptive innovation.

Economic and business restructuring has proceeded at a dizzy pace in Central Europe since the overthrow of Communist Government and centralized state planning. The development of effective business leadership is essential to the success of joint ventures involving Western firms and local entrepreneurial undertakings. However, many executives in Central Europe are inexperienced and lack basic managerial knowledge. North American and West European business schools have rushed in to fill the demand for Western business knowhow. Presents experiences of executive development in the Czech Republic and a critical review of the challenges which educators face in Central Europe. Suggests that the adaptation of Western models of management is required, and the content and design of programmes should be tailored to the organizational situation. Suggests, for consideration in future programmes, areas such as ethics, business and society and managerial simulations. The difficulties of radical change facing many organizations are not dissimilar from those currently facing Western firms. The potential for mutual experiential learning exists.

Planned large scale reductions in head‐count, or down‐sizing, have become commonplace in many industries worldwide. In practice many downsizings fail to achieve desired long‐term results. Presents results of a survey among large Canadian firms which suggests some reasons. Examination of strategic management of downsizing reveals weaknesses of both planning and implementation. Effective management of human resources is a prerequisite but failures often arise from inattention to other important aspects of organizational change. Suggests that a well‐thought‐out strategy should be accompanied by process innovation, business re‐engineering and organizational learning.

The purpose of this paper is to investigate the prevalence and types of business school centers/institutes – their role in business school development, ability to overcome disciplinary and organizational boundaries, and encourage innovation in programs and curricula.

The primary methodology is literature review and empirical survey using web data. The approach is exploratory, and summary case studies are presented to illustrate center/institute roles.

Business school centers/institutes are widespread and diverse in mission and activity. There is little previous research in the field. A model for forces driving center formation is also presented.

Centers/institutes represent structural forms that can help implement strategies for change and innovation. This means administrators of business schools should consider centers/institutes as tools to strengthen strategic planning. The paper presents directions for further research.

The paper focuses on strategic planning by business school administrators, and reform and change in programs and curricula.

The paper takes a holistic view of the literature, provides a comprehensive survey of multiple types of center/institute, and links the roles of centers/institutes to strategic and structural change. It presents differences between US and international schools.

Michael Kami, president of Corporate Planning Inc., recently said that “the success of an organization depends on the individual and collective knowledge of its people”. This is very true, and highlights the importance of staying ahead in your particular field. The difficulties lie in deciding how to stay ahead. What strategies should be used, where it should be done and how much it will cost, are just a few of the issues that need to be addressed before tackling the knowledge debate.