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The popular total quality management (TQM) approach has tended to focus on internal processes, rather than external issues such as competitiveness and market appeal, and is more reactive and adaptive than anticipative. The time has come to go beyond TQM and to understand the nature and application of organizational learning. Learning organizations envision change, are committed to generating and transferring new knowledge and innovation, and have learned how to learn. TQM may be embedded in the learning organization, but TQM is but the first step or wave in transforming and creating organizations which continuously expand their abilities to change and shape their futures. This article first defines and identifies the characteristics of a learning organization, then explores some techniques to develop and transform an organization into a learning organization, and finally suggests some traditional and newer techniques, such as data envelopment analysis (DEA), as ways to measure and evaluate organizational learning.

The purpose of this paper is to provide a comprehensive definition of green management. In the quest to systematically develop an inclusive definition, it seeks to take an exploratory approach to investigate the existing literature on green management from three different perspectives: first, tracing the history of how this concept emerged over time; second, considering the practices in which green organizations actually engage, focusing specifically on one company that has been recognized and honored for its extraordinary efforts toward sustainability; and third, reviewing the current developments in critical theory related to environmental issues and business.

This exploratory review of the literature uses a tripartite approach to forge a sound definition and conceptualization of the term green management. Exploration of green management from the three angles mentioned revealed some commonalities and consistencies in the terminology and concepts. Factors common to the three perspectives were included in the proposed definition of green management.

The ultimate product of the review is a comprehensive definition of green management. The identification of several commonalities using a tripartite approach lends support to the proposed definition and indicates to both researchers and practitioners that certain factors should not be ignored when attempting to study or practice green management.

To the authors' knowledge, green management has never been collectively reviewed from these three perspectives and the systematic approach resulted in a comprehensive definition that can help coordinate future research efforts around a common conceptualization.

The purpose of this article is to provide an introduction to the LEONARDO diagnostic tool which assists organizations in determining their current level of achievement towards a learning culture.

Using a combination of the analytical hierarchy process and the Delphi technique, the research obtained the critical questions for evaluating an organization's investment and progress towards achieving a learning culture. The questions are categorized based on five areas of a learning culture and three levels of learning within an organization. These questions are translated into a web‐based diagnostic that is validated and released for use by engineering and construction organizations.

The paper provides an overview of the LEONARDO diagnostic tool including the mathematical weighting system employed for scoring organization progress and investment, the web‐based availability, and the evaluation report card provided to users. The paper also provides a summary of the validation process including how organizations used the tool to determine internal learning progress.

The study obtained input primarily from large organizations and may not fully represent the entire engineering and construction industry perspective.

The study provides a tool that assists any organization in advancing towards a learning culture that is a requirement for remaining competitive in a changing engineering marketplace.

The paper provides an introduction to how to achieve a learning organization as an advance over collecting and managing knowledge. This is the beginning of a movement toward the next stage in achieving success within the knowledge era.

Reports on a theoretical framework based on Senge’s principles and the Malcolm Baldrige National Quality Award (MBNQA) criteria. Qualitative data were gathered from five Australian companies that had established practices in the TQM field. Multiple cross‐case content analysis was undertaken to evaluate the proposition that “TQM and the Learning Organization are mutually dependent”. Our major finding is that TQM principles and concepts underpin the evolution of the learning organization. The implication is that managers that are involved in TQM do not need a new mindset or paradigm called “learning organization”. Organizations need to recognise that their continuous improvement activities as part of the TQM philosophy have created their “learning organization”.