Peter A.C. Smith and Judy O’Neil
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of…
Abstract
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐1994. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles. Part 1 of the Review was published in an earlier issue of the Journal of Workplace Learning (Vol. 15 No. 2) and included a bibliography and comments. Part 2 extends that introduction with a schema for categorizing action learning articles and with comments on representative articles from the bibliography.
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In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of…
Abstract
In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.
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Peter Smith tells the story of how he battled with cannabis use and his own denial to escape from the ‘twilight zone’ of severe mental health problems, and his work now with local…
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Peter Smith tells the story of how he battled with cannabis use and his own denial to escape from the ‘twilight zone’ of severe mental health problems, and his work now with local voluntary organisations and mental health services to help others to do so too.
The purpose of this paper is to introduce the Special Issue; to provide a practitioner's retrospective views of the learning organization concept; and to comment on the status of…
Abstract
Purpose
The purpose of this paper is to introduce the Special Issue; to provide a practitioner's retrospective views of the learning organization concept; and to comment on the status of The Learning Organization journal.
Design/methodology/approach
The approach adopted involves recounting a personal history of a practitioner's experiences with the concept, and an observation on the health of The Learning Organization journal.
Findings
The paper finds that, although the learning organization concept is deemed narrow and out of date, it is judged to have had significant positive influence on organizational thinking. The Learning Organization is shown to be a healthy and popular journal.
Originality/value
The paper is included in a Special Issue that is part of the series commissioned by the journal on organization‐related topics of interest to its readers. Its originality stems from its examination of the learning organization concept through a particular practitioner's lens, provoking reflection amongst others engaged in both the delivery and the consumption of practice and study.
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The purpose of this paper is to outline the aims for this journal with the new editor.
Abstract
Purpose
The purpose of this paper is to outline the aims for this journal with the new editor.
Design/methodology/approach
The paper gives an overview of TLO in the past and the possible future direction for the journal.
Findings
It is found that: first, the LO as a prescription for organizational change “writ large” has little relevance to contemporary practitioners, consultants, and researchers; second, that the LO concept is in effect a contradiction in terms and therefore fatally flawed to the point it should be abandoned; third, if the journal is to continue the use of the LO concept that it does so pragmatically with a refocusing on tried and tested informal work‐integrated action learning and critical analysis and adopt a distinct critical edge; fourth, that if so, it must adopt broader and more culturally sensitive perspectives that recognise the limitations and biases inherent in this Euro/American‐centric concept and its practices; and fifth, that this of all journals needs to acknowledge and respond to the irresistible tide of the democratisation of information in the digital age and the growth of informal learning both in terms of the papers published and in the way it, as a journal, operates.
Originality/value
The author believes that as an international journal The Learning Organization is eminently placed to engage practitioners, professionals and academics in a progressive dialogue that, though characterized by a questioning stance, recognizes the opportunities to enhance not just organizational productivity and managerial power but also the quality of work environments for all personnel.
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The Science and Engineering Research Council is pressing on with funding of university research projects associated with industry. Dr Peter Smith of the ACME Directorate talked to…
This Special Issue is intended to heighten awareness of the importance of organizational learning in addressing the demands of organizational sustainability, and in particular…
Abstract
Purpose
This Special Issue is intended to heighten awareness of the importance of organizational learning in addressing the demands of organizational sustainability, and in particular triple bottom line (TBL) sustainability. A definition of TBL sustainability is provided, together with an exploration of the practical issues relevant to adopting organizational learning in addressing it. By exploring research and practitioner viewpoints bearing on sustainability‐related applications of organizational learning, this Special Issue aims to help organizations remove barriers to achieving sustainability goals and catalyze the progress for an organization on its sustainability journey.
Design/methodology/approach
General sustainability‐related concerns and challenges associated with organizational learning are reviewed, and individual authors voice their understanding of the application of organizational leaning to particular aspects of sustainability based on their research, their case studies, and the extant literature.
Findings
Findings include enhanced understanding of the incompatibility of single‐ and double loop learning in TBL sustainability contexts, and the required emphasis on double‐loop learning to progress sustainability aims successfully. The effectiveness of dialogic interaction is described in achieving a transition towards sustainability in people, organizations and society as a whole. How individual worldviews called “our ecological selves” allow creation of the conditions for confronting global environmental challenges is explained. Contributions are made to the understanding of hybrid organizations through the case of a Brazilian networked organization, and a paradox view of management based on the theories of organizational learning and managerial cybernetics is applied to enlighten the understanding of sustainability. The learning and adaptive system of the US commercial aviation industry is explored and the application of such a system in an organization operating according to triple bottom line sustainability principles is described.
Originality/value
The opinions and research presented provide new and unique understanding of how organizational learning may contribute to organizational sustainability. Further value is added via the assessment of means to progress the sustainability ideal, the identification of barriers, and the many practical examples of means to facilitate progress toward that ideal.
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Peter A.C. Smith and John Peters
Presents a methodology for the design of a learning approach to service quality improvement. Considers the strengths of “action learning”, noting some of the major companies which…
Abstract
Presents a methodology for the design of a learning approach to service quality improvement. Considers the strengths of “action learning”, noting some of the major companies which have utilized this approach, including the British Airports Authority and AT&T. Looks at a typical action learning program which involves aspects such as tackling real problems and working in small groups or “sets”, and notes benefits such as the fact that the programs can be designed to suit the organization and that the brightest people in the company can be challenged to solve critical problems.
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Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…
Abstract
Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.
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Paul Tosey and Peter A.C. Smith
Asserts and explores the claim that further headway in substantive wide‐scale learning organization development is seriously jeopardised unless individual organizations…
Abstract
Asserts and explores the claim that further headway in substantive wide‐scale learning organization development is seriously jeopardised unless individual organizations objectively measure their progress. In part 1 a new evaluative standpoint grounded in “New Science” is suggested, and foundations for two non‐traditional discriminant approaches based on this standpoint are discussed. The potential to link such assessments to business performance is evaluated. In part 2, applications of these two approaches in organizational settings are reviewed.