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Aims first, to develop an instrument for a holistic analysis of learning organizations; and second, to test the validity and reliability of this instrument. The framework developed was mainly influenced by the work of Mike Pedler, Tom Boydell and John Burgoyne, Peter M. Senge as well as Chris Argyris and Donald A. Schön. Analyses eight existing diagnosis tools. The Learning Organization Diamond Tool was based on a concept of a learning organization regarded as a structure of related elements. Data consisting of 691 answers were gathered from 25 Finnish organizations in 1998. After analysis the reliability of the instrument was measured with Cronbach’s alpha. Cronbach’s alphas for the elements of the tool varied between 0.5141 and 0.8617. Validity of the tool was established by presenting the process as a chain of phases from theory to statements. Comparison between the tool developed and other tools presented in this article yields somewhat contradictory findings, because the purposes of the instruments differ. The tool developed here aims to create a holistic picture for further analysis and discussions and to serve as an internal tool for development. More tailored instruments should be developed for more specific purposes. The article is aimed at an audience involved in learning organizations and their development.

What strides have been made to increase the participation of women in the work force? Should we be concerned particularly about women's place in our industries and organisations, and if so, what can be done to improve it? This article outlines the aims, approaches, achievements and future plans of a group which has been involved for the past seven years in promoting the development of women through training as a means of improving the position of women in employment.

This paper aims to provide an overview of the history, the present and the future or the learning organization as a concept and a practical approach, from the perspective of Professor John Burgoyne.

This conversation piece follows the development of the concept from its early days into the current debates and the possible directions for future development.

The interview highlights an interesting path the learning organization took in the UK, stemming from a drive for more and better management education, and evolving into a systemic view on various aspects of organizational capabilities, concerned primarily with organizational longevity and adaptability. The thinking behind Pedler, Burgoyne and Boydell’s model of a learning company is discussed. Several “hot” topics are identified, either overlooked in the past, or becoming more relevant in the modern world, precipitated by technological and societal changes.

The interview provides an insight into the thinking of one of the best known authors in the field. Understanding of the concept’s evolution path, as well as the influences from other fields such as innovation and CSR, could be useful for practitioners and academics working in the subject area, wishing to identify promising future directions for research and practice.

The objectives of this short article are twofold. Firstly we wish to describe an organisation simulation which we have found useful and which we have not seen written up anywhere else. It is recommended to trainers who want to put an organisational focus into training and development.

The first three articles have been concerned with the substance, the conceptual context and the skills of negotiating. This final section is devoted to the ways and means of learning how to negotiate. Some relevant ideas on learning are discussed and a number of resources are listed to help those who are designing programmes in this area.

Offers a brief introduction to inter‐logics as method and shows, in outline, its origins, principles and application. The method, drawing on forms of enquiry and description made possible through social constructionist vocabularies – including pragmatics, critical linguistics and dialogics – has been developed specifically to enable more satisfying co‐operated action at the borders of communities and organisations where new forms of engagement and new possibilities for meaning and action can take place.

This paper proposes a framework for understanding the concept of a learning organization from a normative perspective. A questionnaire was developed to operationally measure the described management practice attributes of a learning organization. Using a sample of four organizations and 612 subjects, support was found for three a priori predictive hypotheses derived from a conceptual framework. Implications of the results and further empirical research are discussed, especially for linking learning organization attributes to performance using larger samples and multiple measures.

Describes learners according to how they have responded to the twin challenge of taking responsibility for planning their own learning and squeezing learning out of this emerging experience. Typifies learners as sleepers, warriors, adventurers and sages. Provides a range of development processes for each.

My first written work on Self Development was published in 1971, and I have written about various aspects of its meaning, objectives, and processes since then. I recently had the opportunity to review what I perceive as relatively unattended issues of strategy and principle. In this article I look at these and show where at least some of the answers may be found to be available.