Relevant bibliographies by topics / Learning organisation

Academic literature on the topic 'Learning organisation'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learning organisation"

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Clifton, Louise, and Paul Gentle. "The genie in the learning organisation? The experience of using multi-level action learning at the Leadership Foundation." International Journal of Public Leadership 11, no. 2 (May 11, 2015): 66–76. http://dx.doi.org/10.1108/ijpl-01-2015-0004.

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Purpose – The purpose of this paper is to examine the working practices and outcomes of an action research project in a specialist organisation engaged in the field of leadership development. The intention of the project was to enable the company involved to become a stronger learning organisation at a time when it was developing a future strategy. Design/methodology/approach – The paper uses a case study approach to describe and analyse a three-stage process involving the use of a focus group, organisational climate survey and voluntary action learning sets. Interviews with participants are analysed thematically in order to assess the impact of the action research project on the organisation’s culture. Findings – Participation by the majority of the Leadership Foundation’s staff in action learning and related opportunities for feedback within the organisation helped move its culture towards wider participation in strategy development and a whole organisation approach to working. Other organisations wishing to build collaborative working cultures can learn from the implications of the project, particularly those concerning the need to attend to the intended outcomes of action learning and the role of skilled, critical facilitators in action learning processes. Originality/value – The paper is innovative in that it explores practitioner-led action research work in a setting of leadership and organisational development. It will interest leaders and managers who seek to build learning organisations, as well as organisational developers with an interest in enhancing the impact of action learning.
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GÖKSEL, Asuman. "Erasmus+ Vasıtasıyla Öğrenen Örgütü Teşvik Etmek: Türkiye’de Gençlik Kuruluşları." Gençlik Araştırmaları Dergisi 10, no. 27 (August 31, 2022): 15–38. http://dx.doi.org/10.52528/genclikarastirmalari.982763.

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Turkey’s full participation in the European Union’s Education and Youth Programmes (i.e., Erasmus+Programme) since 2004 has been one of the ongoing components of Turkey–EU relations. As indicated bythe Director of the National Agency of Turkey in 2021, the programme has supported 700,000 participantsfrom Turkey in 36,000 projects over the course of 17 years. Youth organisations taking part in the learningmobility opportunities of the youth component of the Erasmus+ programme are just one of the programme’smany beneficiaries.In an effort to perform a theoretical analysis of the effects of Erasmus+ on youth organisations in Turkey,this article suggests that owing to their contextual characteristics, youth organisations have the potential totransform into learning organisation stimulated by their involvement in Erasmus+ youth projects. To answerhow Erasmus+ may act as a trigger for this, qualitative data were collected from fifteen youth organisationsfrom Turkey active in the programme and analysed around four components of the integrated model onlearning organisation developed by Örtenblad (2004) (i.e., organisational learning, learning at work, learningclimate and learning structure). The findings suggest that three major factors, namely organisationalconsciousness on learning, participatory mechanisms in the organisation and team-based working structures,are mutually reinforcing characteristics able to help youth organisations transform into learning organisationthrough participation in Erasmus+/YiA training and support activities.
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Garnett, Jonathan, Selva Abraham, and Param Abraham. "Using work-based and work-applied learning to enhance the intellectual capital of organisations." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 56–64. http://dx.doi.org/10.1108/jwam-08-2016-0013.

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Purpose The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational learning- and work-based learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
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Ng, Pak Tee. "The learning organisation and the innovative organisation." Human Systems Management 23, no. 2 (June 3, 2004): 93–100. http://dx.doi.org/10.3233/hsm-2004-23204.

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Nowadays, many organisations launch initiatives with lofty aims to develop themselves into “learning organisations” and “innovative organisations”. This article reviews the literature on the concepts of “learning organisation” and “innovative organisation” and argues that the innovative organisation can be developed from the foundation of the learning organisation. The five disciplines of learning organisation are fundamental to effective innovation. The spirit of innovation is an exercise in personal mastery. Thinking out of the box is an exercise in challenging mental models. To develop a truly innovative organisation, people should share the same vision for innovation. They should work closely and find synergy in teams because a team is more powerful than the sum of the individuals. Systems thinking allows the organisation to innovate in the areas where the highest payoff can be reaped and develop the platform to sustain innovation.
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Knutsson, Hans, and Anna Thomasson. "Exploring organisational hybridity from a learning perspective." Qualitative Research in Accounting & Management 14, no. 4 (October 9, 2017): 430–47. http://dx.doi.org/10.1108/qram-04-2016-0030.

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Purpose The purpose of this paper is to explore if the application of a framework building on organisational learning focusing on organisational processes can increase our understanding of how hybrid organisation develops over time and why they fail to live up to external expectations. Design/methodology/approach The aim of this study is descriptive and explorative. It is accordingly designed as a qualitatively oriented case study. To capture the process of forming and developing hybrid organisations, the study takes a longitudinal approach. The case chosen for the study is a municipally owned company in Sweden providing waste management services. The study revolves around empirical data gathered in official documents and in face-to-face interviews. All the data concern the time span between 2004 and 2016. Findings The analysis of the case studied provides us with insights into how hybridity manifests itself in mind-set and processes. There is a need for individuals within and around the organisation to be aware of and accept new goals and strategies to change their behaviour accordingly. The result of this study thus shows that contrary to findings in previous research on hybrid organisations, merely changing the structure of the organisation is not sufficient. Instead, learning is key to the development of hybridity and to overcome goal incongruence and conflicts of interest in hybrid organisations. However, this takes time and is likely to be dependent on individuals’ willingness to accept and adapt these new strategies and goals. Research limitations/implications The result of this study is based on one single case study in one specific hybrid context. No empirical generalisation is aspired to. Instead, the aim has been to – through an explorative approach – make an analytical contribution to the knowledge about hybrid organisations. Further studies are thus necessary to deepen the understanding of the hybrid context and the situations under which hybrid organisations operate and develop. Practical implications Based on the result from this study, it seems that an organisation needs to learn how to be a hybrid organisation. There are no isolated structural solutions that can create a hybrid organisation other than in a formal sense. New ways to exploit organisational resources and the hybrid context are necessary to find new and innovative ways of how to use the hybrid context in a way that improves service sector delivery. Originality/value Predominately, research on hybrid organisations has until recently been working with the premise that hybrids are not a breed of its own but a mix of two or several ideal types. Consequently, the result from this type of research has often landed in a conclusion regarding the complexity of combining what often is considered contradictory and conflicting goals. In this paper, a different and novel approach is taken. The paper illustrates how hybrid organisations develop over time, and it suggests that hybridity manifests itself in mindset and processes. The main contribution is an exploration and illustration of how organisational learning may be considered as the missing link between the structural orientation of previous explanations of hybrid organisations and the organisational property of hybridity. Hybridity is the result of exposure to, acceptance of and adaptation to new goals and strategies and expresses itself in “hybrid behaviour”.
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Struwig, F. W., E. E. Smith, and D. J. Venter. "The learning organisation: A means of facilitating training for change in South African organisations." South African Journal of Economic and Management Sciences 4, no. 2 (June 30, 2001): 380–97. http://dx.doi.org/10.4102/sajems.v4i2.2649.

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This article considers the nature and role of the learning organisation as a means of implementing change through training in South African organisations. The paper is based on theoretical study and empirical research, including 365 training and organisational development specialists in South Africa. Five null hypotheses were empirically tested in order to establish relationships between the learning organisation and certain independent variables (classification data and training). Advanced statistical methods, such as analysis of variance and correlation coefficients were used to test these hypotheses. The learning organisation facilitates learning by all its members and has the capacity to adapt and change continuously. If learning is an organisational priority, training programmes should be designed to promote initiatives to change the organisation. Emphasis should be placed on both learning (acquiring knowledge and skills) and doing (practical application).
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Lancaster, Sue, and Lee Di Milia. "Organisational support for employee learning." European Journal of Training and Development 38, no. 7 (July 29, 2014): 642–57. http://dx.doi.org/10.1108/ejtd-08-2013-0084.

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Purpose – This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support. Design/methodology/approach – This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes. Findings – The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process. Originality/value – This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.
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Antonacopoulou, Elena P., Christian Moldjord, Trygve J. Steiro, and Christina Stokkeland. "The New Learning Organisation." Learning Organization 26, no. 3 (April 8, 2019): 304–18. http://dx.doi.org/10.1108/tlo-10-2018-0159.

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Purpose This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised, focussing on the common good through responsible action. It is positioned as responding to the VUCA (Volatility, Uncertainty, Complexity and Ambiguity, Bennett and Lemoine, 2014) conditions with a VUCA approach to Learning Leadership fostering Institutional Reflexivity and High Agility Organising . Design/methodology/approach The paper presents a new organisational learning framework – the 8As – Sensuous Organisational Learning framework. It illustrates the operationalisation of this framework in PART II through the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Findings The Sensuous Organisational Learning – 8As – framework illustrates how attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility form an integral part of the New Learning Organisation. Their unique contribution as aspect of a Sensuous Organisational Learning framework is that they explicate how the three principles of Institutional Reflexivity, High Agility Organising and Learning Leadership can be operationalised to serve the common good. Research limitations/implications The paper presents a novel way of reviving the Learning Organisation beyond an ideology as a practical approach to responding to VUCA conditions. It introduces a new learning theory and injects a fresh perspective in our understanding of the role and impact of learning in the workplace. Practical implications By focussing on Learning Leadership practices that extend previous Organisational Learning frameworks, The New Learning Organisation promoted here focuses on responsible action to serve the common good through Institutional Reflexivity and High Agility Organising. Social implications By focussing on how the common good can be better served, the New Learning Organisation becomes a mantra for social change to identify the higher purpose that social actions must serve. Originality/value The need for fresh contributions in the Organisational Learning debate is long overdue. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensousness as a foundation for improving the practical judgements across professional practices.
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Hoe, Siu Loon. "Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management." Journal of Information & Knowledge Management 06, no. 03 (September 2007): 211–17. http://dx.doi.org/10.1142/s0219649207001779.

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Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these knowledge concepts. The paper discusses the characteristics of organisational learning and emphasises its link to individual learning, the learning organisation, and knowledge management. It contributes to the conceptual and theoretical understanding of organisational learning and its relationship to these knowledge concepts from a multidisciplinary perspective.
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A. D., Pearce, and Pons D. J. "Defining Lean Change—Framing Lean Implementation in Organizational Development." International Journal of Business and Management 12, no. 4 (March 26, 2017): 10. http://dx.doi.org/10.5539/ijbm.v12n4p10.

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Problem – When lean is adopted in traditional organisations it requires a widespread organisational change and many businesses fail to sustain lean practices. Purpose – The purpose of this work was to define lean implementation based on the organisational development (OD) body of knowledge. Approach – The literature in lean and organisational change was reviewed and amalgamated to develop a novel conceptual framework. Findings – Lean implementation begins with a planned changed that is episodic. However, the ultimate goal is to develop a learning organisation where change is continuous and emergent from all levels. Respect for people, everyone in the organisations contribution, is considered key to successful implementation of lean. Implications– Practitioners should not focus on isolated improvements, but foster change from within for a permeable transformation to become a lean learning organisation. Originality - This paper provides new insights into lean implementation and its transformative effect on the organisation. A novel conceptual model is presented that frames lean transformation within the organisational development literature.
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Dissertations / Theses on the topic "Learning organisation"

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Rossiter, P. G. "Organisational improvement through learning organisation theory." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/2256/.

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A research study was conducted of the management theories and quality philosophies that have been expounded throughout the twentieth century. This study included the modem thinking for quality improvement and business excellence to include the modem concept of Learning Organisations. This research project was undertaken with the aim of producing a framework based on the culture of Learning Organisation Theory and including within it the external influences on such a culture. The framework consisted on a core of human values, divided into five areas that are deemed important to learning organisations. These were surrounded by the basic values of Trust, Honesty and Openness thus protecting the core from outside influence. Elements from traditional management systems theory provided the outer casing for the framework, these elements influencing the core for both good and bad. The contents of the framework were then studied in three organisations of differing background with a view to firmly establishing the elements and areas within the framework for validity in these three organisations. The common theme between all the organisations chosen was that they had all in the recent past been involved in major management and internal change. One study involved the development of a questionnaire and supporting matrices in order to identify the areas and elements of the framework, thus establishing their existence. Active research techniques were used in the other studies in order to establish both 'why' the elements are important and any interrelationship between the areas. As a result of these studies suggestions for modification to the framework were established in order to strengthen the thinking and these were encompassed in to the framework. Probably the most significant of these changes was the inclusion of 'Leadership' as being a major factor in the filtering of undesirable elements. The outcome from the research is that the aim was achieved and a framework was developed that, for the first time, was drawn up in such a way that the elements and areas can easily be recognised and an understanding of what they represent is clearly shown. The reasons as to why these elements are important are also established. This is regarded as an advancement in this field of study.
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Hagnestad, Jonathan, and Anna Rex. "Lärande organisationer i praktiken : En fallstudie om en lärande organisation." Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-43292.

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Lärande organisationer har sedan slutet av 80-talet kommit att få mycket plats inomorganisationsforskning och begreppet har blivit synonymt med hur företag anpassar sig efter denomvärld de verkar i. Forskningen har visat hur givande lärandet kan vara för företag både i termer avvinst och välmående hos medarbetarna, men empiriska undersökningar har samtidigt visat att lärandeorganisationer inte fått fäste i praktiken. Parallellt med detta finns vissa rön som stödjer det traditionellasynsättet att vissa individer är mer kapabla att fatta strategiska beslut, medan andra är mer lämpadesom enbart utförare, och därmed är i behov av styrning. Vårt syfte var att i detta arbete undersöka hurlärande inom en organisation kan förstås genom en grupp chefers upplevelser. Studien designades somen fallstudie inom ett företag och empirin inhämtades från sex kvalitativa intervjuer. Genomklassificering av resultaten i enlighet med Senges discipliner, visade studien att intervjupersonernasupplevelser till stor del sammanföll med det aktuella företagets profilering som lärande organisation,då arbetssättet beskrevs som adaptivt, både inom den egna organisationen och gentemot omvärlden. Imaterialet kunde vi skönja en bakomliggande människosyn, vilket kunde möjliggöra en diskussion påett aggregerat plan. Vilka implikationer detta har för lärandet kan inte identifieras utifrån studiensresultat, utan kräver vidare undersökningar, förslagsvis innehållande både observationer ochintervjuer med fler medarbetare.
Since the end of the 1980s, learning organizations have gained a lot of space in organizational researchand have become synonymous with how companies adapt to the world in which they operate. Researchhas shown how rewarding learning can be for companies both in terms of profit and well-being of theiremployees, but empirical studies also show that learning organizations have not gained foothold inactual practice. In parallel with this, some evidence supports the traditional view that some individualsare more capable of making strategic decisions, while others are more suited to following orders andtherefore need to be controlled. The present study was designed as a case study within a company andthe empirical evidence was obtained from six qualitative interviews. By categorizing the results inaccordance with Senge's disciplines, the results showed that the interviewees' experiences by and largewere consistent with the company's profile as a learning organization, as the work methods weredescribed as adaptive, both within the organization and vis-à-vis the outside world. The materialshowed an underlying attitude towards colleagues, which made a discussion on an aggregated levelpossible. The implications of this relationship for learning could not be identified on the basis of theresults of the present study, and would require further investigations, including both observations andinterviews with more employees.

2021-06-07

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Tarrini, Mauro G. "The Development and application of a bespoke organisational learning competency framework in a global organisation." Thesis, Cranfield University, 2004. http://hdl.handle.net/1826/113.

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Organisational Learning has been conceptualised and measured in various ways. The two studies reported in this thesis sought to take a new, bespoke approach to Organisational Learning in a global air transport company undergoing substantial organisational and strategic change. The research sought to develop a bespoke competency framework of Organisational Learning and apply it within the organisation to investigate employees' perceptions of the Organisational Learning climate. The research applied both qualitative and qualitative methods: semi-structured interviews and a 68-item self-completion questionnaire survey. Factor Analysis yielded a clear, conceptually sound six-factor solution. Organisational Learning climate perceptions were compared across occupational, departmental and geographical subgroups. The results indicated that there were no statistically significant occupational or geographical differences in perceptions of the Organisational Learning climate although some departmental differences were observed. The relationaship between perceived Organisational Learning climate and organisational commitment was explored and a clear link between them was found.
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Elegba, T. H. O. "Improving organisation learning in engineering design." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3028556/.

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The local content drive in the oil and gas industry by the Nigerian government has compelled organizations in the industry, including the companies in its engineering design sector, to focus on means of increasing their organizational learning capacity. But there are no sound practices in these companies to increase organizational learning. The problem studied was how to increase organizational learning in the design sector of the Nigerian oil and gas industry. Most organisations nowadays have organizational learning as an important constituent of their strategic plans. In line with their espoused values, they have established learning departments headed by senior managers. Yet, the outcomes of learning activities are not encouraging, no thanks to the fact that not only are learning efforts inappropriate, they also often ignore the human socio-cognitive aspect that is essential for organization learning, alluding to the thinking that the process of how organisations learns is still unclear to them. The purpose of this research was to examine in detail the organizational learning experience of the engineers working in the engineering design sector of the Nigerian oil and gas industry through a phenomenological diagnostic study and apply the implications from the findings in an action research to increase organizational learning capacity in the sector. The study explored and identified strategies that lead to increased organizational learning capacity. The findings revealed sub-optimum practices in the companies in the sector with regards to organizational learning-influencing constructs. Suggestions were made for improvement and some of these are being implemented and results are being assessed, too. For the phenomenological study, semi-structured interviews were conducted with 12 participants, 10 of whom were employee engineers and the other 2 executives who were also engineers in their own right. Five themes emerged from the data: (1) The way we are, (2) You are on your own, (3) Facing one's business, (4) Coming together and (5) Lull in the industry. The vehicle for the action research intervention was a joint inter-organisational engineering design project. The recommendations for further research are in the areas of impact of company's age on organisational learning and similar study in the construction and power industries to advance the literature on organisational learning in Nigeria.
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Blackman, Deborah. "How learning organisation practices close knowledge creation." Thesis, Southampton Solent University, 2002. http://ssudl.solent.ac.uk/617/.

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Clancy, Annette. "The organisation of disappointment." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558882.

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The aim of this study is to explore the emotion of disappointment in organisations and to develop a new line of theorising inspired by psychodynamic theory. The current literature casts disappointment as a negative emotion undermining morale, depressing expectations and justifying inaction and inertia. This only captures part of the complexity of disappointment and leaves unexplored both its impact on the organisation and its potential creativity. The study presents a theoretical framework derived from research that depicts disappointment as unfolding in three positions; I am disappointing, I am disappointed and I disappoint. It asserts the importance of disappointment as an integrative emotion. The study identifies a contradiction: that at the same time as being seen as ‘of little concern’ to individuals, there is fear within organisations that disappointment will undermine stability and destroy positive feelings. The study shows how disappointment is connected to, and may help to transform, the dynamics of blame in organisations. Such transformation can be based on an ability to integrate failure and on a development of the relationship between disappointment and learning. Disappointment represents the loss of the fantasy of stability. When reconceptualised in this way, disappointment results in a reimagining of possibility. Fantasy and reality are brought into conscious awareness and tolerated rather than extruded. The imaginary ideal organisation can be seen for what it is: a fantasy that can never be realised. The imaginary ideal is mourned and replaced by a more realistic entity. Organisation members’ previous efforts to organise disappointment through blame, shame and extrusion is now recognised as a disappointing strategy. Understood thus, disappointment is at the very heart of organising as it invites consideration of the relationship between fantasy and reality. This differentiates it from other types of social defences which, by their nature defend against thinking and learning.
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Patel, M. P. "Optimisation and self-organisation in adaptive learning networks." Thesis, Brunel University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375834.

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Dron, Jonathan Nicholas. "Achieving self-organisation in network-based learning environments." Thesis, University of Brighton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392862.

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Van, Rheede Van Oudtshoorn Lynette Moira. "Conversational structures in organisation learning: A self-organised learning approach to counselling." Thesis, Brunel University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488673.

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This study is concerned with the development of a conversational system for promoting the emotional health of employees in organisations. It is also concerned with improving the health of the organisation as a whole, by enabling the organisation to learn from the experience of its individual members.
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Knox-Davies, Barrie. "The extent to which a learning organisation culture influences employee engagement in two service based organisations in the property sector of South Africa." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23452.

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Increasingly the competitiveness of organisations will depend on the level of service and quality of experience offered by the employees of the organisation. In short, it is the employees within an organisation that define how successful the organisation can be to the market. The opportunity to outperform competitors lies in the ability to innovate quicker, respond faster and better understand the needs of the consumer, in so doing, becoming the organisation that creates the next trend rather than follow it. The key to achieving outstanding performance, driving both bottom-line revenue and sustained growth in the long term is in harnessing the collective knowledge latent within the organisation and freely available just beyond the organisation in the external context. This can only be done through developing a strong Learning Organisational Culture. The impact this has on the organisation is in improving employee engagement providing the catalyst in which employees perform at an optimum, minimising the unproductive cycles of the organisation resulting from employee turnover, lost intellectual capital and general employee apathy. The study provides evidence that Learning Organisation Culture is positively correlated with Employee Engagement. Copyright 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Knox-Davies, B 2010, The extent to which a learning organisation culture influences employee engagement in two service based organisations in the property sector of South Africa, MBA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-03242012-174550 / > F12/4/208/zw
Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
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Books on the topic "Learning organisation"

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1952-, Chambers Ruth, and Ellis Simon J, eds. Make your healthcare organisation a learning organisation. Abingdon, U.K: Radcliffe Medical Press, 2003.

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James, Kim. Psychological dynamics and organisational learning: From the dysfunctional organisation to the healthy organisation. Cranfield: Cranfield School of Management, 1996.

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Lessem, Ronnie. Total quality learning: Building a learning organisation. Oxford, OX, UK: B. Blackwell, 1991.

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Beyond the learning organisation: Paths of organisational learning in the East German context. Aldershot: Ashgate, 2000.

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Hancox, M. L. Open learning in a business organisation. Oxford: Oxford Brookes University, 1997.

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Thurbin, Patrick J. Implementing the learning organisation: The 17-day learning programme. London: Financial Times, 1994.

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Organisationswissen: Eine wissenssoziologische Neubeschreibung der Organisation. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005.

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Ralph, Monica Macdonald. Developing the college as a learning organisation. Bristol: Staff College, 1995.

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Davidoff, Sue. The learning school: An organisation development approach. 2nd ed. Lansdowne [South Africa]: Juta, 2002.

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Pataki, György. Organisation greening as a process of learning. Budapest: Business Ethics Center, Budapest University of Economics Sciences, 1999.

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Book chapters on the topic "Learning organisation"

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Johns, Christopher. "The Learning Organisation." In Mindful Leadership, 62–75. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-54100-0_3.

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Weber, Peter C. "Pedagogy and Organizational Learning." In Organisation und Theorie, 235–45. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-10086-5_22.

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Patching, Keith. "Designing for Learning." In Management and Organisation Development, 268–319. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27315-7_11.

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Patching, Keith. "Aiming for Learning." In Management and Organisation Development, 171–76. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27315-7_7.

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Hopkins, Bryan. "The sustainable organisation." In Learning Strategies for Sustainable Organisations, 98–141. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218296-5.

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Fletcher, Gordon. "Creating a learning organisation." In Management and Visualisation, 93–106. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003304166-7.

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Andrew, Alex M. "Adaptation, Self-Organisation, Learning." In IFSR International Series on Systems Science and Engineering, 57–83. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-75164-1_4.

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Edmonstone, John. "Systemic learning: Action learning organisation-wide." In Action Learning in Health, Social and Community Care, 121–28. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315266701-13.

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Edmonstone, John. "Systemic learning: Action learning organisation-wide." In Action Learning in Health, Social and Community Care, 121–28. Boca Raton, FL : CRC Press, Taylor & Francis Group, [2018]: CRC Press, 2017. http://dx.doi.org/10.4324/9781315266701-14.

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Shevitz, Susan L. "Learning Organisations: Learning to Learn – The Learning Organisation in Theory and Practice." In International Handbooks of Religion and Education, 843–60. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_47.

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Conference papers on the topic "Learning organisation"

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Domnik, Jan, and Alexander Holland. "On Data Leakage Prevention And Machine Learning." In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.45.

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An analyst in the field of Data Leakage Prevention (DLP) usually inspects suspicious file transfers which are called events. First of all, the data in question is classified. Then, the context of the transfer is determined. After this, the analyst decides whether the transfer was legitimate or not. This process is widely known as triage. It is monotonous, costly and resourceintensive. Therefore the following question arises; could modern DLP-Software utilize machine learning algorithms in order to automate the triage process? Further, this begs the question, which structural and organisational processes are necessary inside an organisation to automate that process. In this case, it could significantly enhance the quality of DLP practices and take work from the much needed human resources in the field of IT security. Further, DLP systems (today usually used in bigger organisations) could become more attractive and more specifically affordable for small- and medium-sized organisations.
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Lenart-Gansiniec, Regina, and Łukasz Sułkowski. "CROWDSOURCING - A NEW PARADIGM OF ORGANISATIONAL LEARNING OF PUBLIC ORGANISATIONS." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/55.

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Crowdsourcing is one of the new themes that has appeared in the last decade. It is perceived as an innovative method that can be used for problem solving, improving business processes, creating open innovations, building a competitive advantage, and increasing transparency and openness of the organisation. The importance of crowdsourcing for organisational learning is seen as one of the key themes in the latest literature in the field of crowdsourcing. This article is a response to the recommendations in the subject literature, which states that crowdsourcing in public organisations is a new and exciting research area. The aim of the article is to present a new paradigm that combines crowdsourcing levels with the levels of learning. This article presents a cross-sectional study of four Polish municipal offices that use four types of crowdsourcing, according to the division by J. Howe. Semi-structured interviews were conducted with the management personnel of those municipal offices. The research results show that crowdsourcing is a new and rapidly developing organisational learning paradigm.
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Capuano, Nicola, Pierre Carrolaggi, Jerome Combaz Fabio Crestani, Matteo Gaeta, Erich Herber, Enver Sangineto, Krassen Stefanov, and Mikel Vergara. "A Virtual Organisation for e-Learning." In 1st International Kaleidoscope Learning Grid SIG Workshop on Distributed e-Learning Environments. BCS Learning & Development, 2005. http://dx.doi.org/10.14236/ewic/klgw2005.3.

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"MLSP 2009 Organisation Committee." In 2009 IEEE International Workshop on Machine Learning for Signal Processing (MLSP). IEEE, 2009. http://dx.doi.org/10.1109/mlsp.2009.5306250.

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Healey, Patrick G. T., and Charlotte R. Peters. "The Conversational Organisation of Drawing." In 2007 1st International Workshop on Pen-Based Learning Technologies (PLT). IEEE, 2007. http://dx.doi.org/10.1109/plt.2007.25.

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Mohd-Zainal, A., J. Goodyer, and N. Grigg. "Learning organisation in Malaysian manufacturing companies." In 2011 IEEE International Conference on Quality and Reliability (ICQR). IEEE, 2011. http://dx.doi.org/10.1109/icqr.2011.6031717.

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Nehmzow, U. "Self-organisation and self-learning robot control." In IEE Colloquium on Self Learning Robots. IEE, 1996. http://dx.doi.org/10.1049/ic:19960149.

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Cekuls, Andrejs. "THE TRANSFORMATION OF ORGANISATIONAL CULTURE IN THE LEARNING ORGANISATION FOR ENSURING COMPETITIVE INTELLIGENCE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b23/s7.121.

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Mbaye, Baba. "ORGANISATION OF KNOWLEDGE FROM TRACES OF HUMAN LEARNING." In International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909d055.

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Zubr, Vaclav. "RELATIONSHIP BETWEEN LEARNING TIME AND DIMENSIONS OF A LEARNING ORGANISATION." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l027.

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Reports on the topic "Learning organisation"

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Howard, Jo, Evert-jan Quak, and Jim Woodhill. A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.120.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, comes to an end in September 2022. K4D is a programme funded by and for the UK Government’s Foreign, Commonwealth and Development Office (initially with the Department for International Development, DFID, which was merged with the FCO in 2020). To reflect on the processes and approaches of learning that K4D enabled over the years, a special Working Paper series will be published. One important pillar of the programme was to facilitate learning processes through learning journeys. A total of 33 learning journeys took place during K4D. This summary looks back at the K4D concept, the learning journeys, the learning processes it supported, and the outcomes enabled. The paper finds that there is evidence that K4D learning journeys have helped enable sound, informed decision-making through collective understanding of issues and options, and through internal consensus on directions. Effective learning spaces were created and the methods used (including online tools for participation) were able to capture and share internal learning, foster internal connections, present external evidence and bring in other perspectives. However, success in enabling external alliances for decisions and change was more constrained, since most learning journeys engaged only in limited ways with external organisations. Further challenges were encountered when staff were redeployed to respond to political (Brexit) or international development (COVID-19, Ukraine) priorities.
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Howard, Jo, Evert-jan Quak, and Jim Woodhill. Lessons Learned From K4D Learning Journeys: A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/k4d.2022.166.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, came to an end in September 2022. This K4D working paper reflects on the learning processes and approaches facilitated by this programme, through ‘learning journeys’ conducted in collaboration with staff of the Foreign Commonwealth and Development Office (FCDO) in the United Kingdom. A total of 45 learning journeys took place, of which 33 have been assessed for this working paper. Through this assessment, we test our proposed Theory of Change for organisational learning (OL) in the context of international development agencies.
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Duckenfield, Vanessa. Responsible leadership as whole-person learning and organisational development in practice. Emerald, October 2022. http://dx.doi.org/10.35241/emeraldopenres.1114939.1.

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Freed, Danielle. K4D’s Tax and Gender Learning Journey Boosting Social Reform in Pakistan. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.163.

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As a means to reduce discrimination and promote the economic empowerment of women, there is a growing understanding that tax policy, tax administration and tax research need to be gender transformative. Recognising this need, the Foreign, Commonwealth and Development Office (FCDO) is reshaping and building its approach to tax and gender programming. K4D’s Tax and Gender Learning Journey brought together tax and gender teams to identify other tax and gender stakeholders and collaboratively craft a future approach to tax and gender for FCDO and partners. Initial exploration of the early impact from activities that have taken place amongst partner organisations in Pakistan suggests K4D’s inputs have the potential to bolster intended social reforms across the country’s revenue and other government departments.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 2: Evaluating Efficacy When Funding CSOs Promoting Democracy and Open Societies. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.152.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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