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Organizational learning (OL) represents the real value and the heart of strategic management, the focal point to keep track of international development. This paper aims to investigate the effect of knowledge management (KM) on the development of OL capability (OLC) in international hotels installed in Algeria.

This deductive descriptive case study research examines the impact of KM, using knowledge conversion process (KCP) on the development of OLC. In all, 70 expatriates were targeted to respond to questionnaires, while only 47 were valid for analysis. Multiple regression analysis is used to analyze the influential processes on OLC.

The socialization, externalization and internalization have a direct positive significant effect on the development of OLC. Socialization is the major influencing factor. However, the combination has no effect on OLC. In sum, KM has an impact on the development of OLC in international hotels in Algeria.

Exhibiting the strong interdependency between KM and OL, expatriates emphasize on KM as the learning facilitator. The international hotels keen to realize KM as major process to build OLC. Socialization and internalization reinforce learning by providing primordial sophisticated tacit knowledge. Externalization generates expertise and strategic knowledge.

First, the research confirms the effect of KM process using KPC on OLC, stimulating learning at all levels; especially, in a developing Arab country, emphasizing the research’s theoretical contribution. The research is of high contribution, first of a kind in exploring the development of OLC in international hotels in the Algerian context; it is a newly emergent market, in its infancy stage, and an alternative that Algeria tries to boost to steer away from petroleum dependency.

There are very few people in the world of management development who have not acknowledged the need to evaluate their attempts to influence managers. This has led to many research studies which have been useful and interesting to varying degrees in the situations where they were carried out, but there is a general feeling that evaluation research has failed to provide the breakthrough in management development that was expected of it.

It has recently been suggested that the learning organisation (LO) is dead (Pedler, 2013). The authors make the case here that it is still alive. This paper provides a brief history of LO and organisational learning, follows this with some survey findings, a discussion and an exploration of some related contemporary issues and concludes with an overview and summary of the conclusions.

Survey of practitioners.

From this small survey, whilst some of the 16 respondents are still excited by the idea, a larger group sees the learning organisation as more of a background concept, performed in ways that might not fit with the aspirations of 20 years ago.

The authors started with the question: is the LO idea still alive in 2016? No clear answer emerges. Given the variety of the responses, it is difficult to sum them up in a simple way. The yea-sayer will find plenty of evidence for the LO’s continued existence and relevance, but the nay-sayers will also feel at least partly vindicated. What does emerge clearly arise from the mixed messages, are the opportunities for further research.

This paper calls for further research and suggests useful directions.

LO is still seen as socially useful.

The paper is based on small empirical sample of practitioners who display multivocality on this concept.

Introduction This paper presents some empirical evidence about the way in which post‐graduate Business School students perceive their future job and career opportunities. In particular, it describes some of the job features which are valued by the student and, by implication, those which are unappealing.

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.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb055353. When citing the article, please cite: John Burgoyne, Roger Stuart, (1978), “Teaching and Learning Methods in Management Development”, Personnel Review, Vol. 7 Iss: 1, pp. 53 - 58.

In this paper, we are concerned with the skills required to transform theories of learning into practice. Research data will be described which identify a range of teaching skills and which start to differentiate the relative importance of different skills in implementing different learning theories.

The ‘design’ of management development programmes is usually seen by practitioners in the field as a matter of choosing the methods appropriate to the ‘content’ of what they want to teach or the learning they hope to bring about. In a previous paper in this series we have argued that the real difference between programmes, which determines the extent to which they achieve their goals, lies in the assumptions which are embodied in them, usually implicitly, about how people learn.

In this paper we are concerned with the question: what is it about management development programmes that determines what effect they have, in terms of the learning that people take away from them? This question, and our attempt to contribute to an answer to it, will be of interest to all those who are directly or indirectly concerned with designing such programmes (we use the term ‘management development programmes’ to denote any form of event intended to influence management performance through a learning process).

At the present time when all kinds of adulterants are being employed by many bakers in the manufacture of bread, and the food rations, and bread rations in particular, are considerably reduced, it is of the utmost importance that the public should take what steps they can to obtain a bread which contains a relatively high percentage of assimilable proteins. Many of the “ war breads ” which have been manufactured of late cannot be characterised as satisfactory and desirable products especially in view of the cases of acute indigestion which have been directly attributed to the use of such bread. One of the “ Die Hard ” fallacies, which continues to be promulgated by some members of the Scientific and Medical professions with obstinate regularity, is that the protein content of a food is an absolute indication as to its nutritive value. Nothing could be much more misleading or erroneous. It is quite possible for a food to contain a high percentage of substances described as proteins and yet to possess very little or no nutritive value for the average person inasmuch as many of the substances described as proteins may be entirely indigestible or nearly so. The nutritive value of any food to any given person is largely dependent upon the idiosyncrasies of the person, the amount of available protein present in the food, and certain other factors.