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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Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution." International Journal of Educational Management 34, no. 8 (May 7, 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.
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PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.
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Barnard, Peter Alexander. "Developing secondary schools as learning organisations: a systemic contribution." International Journal of Educational Management 36, no. 3 (March 1, 2022): 233–46. http://dx.doi.org/10.1108/ijem-03-2021-0100.
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PurposeThe purpose of this paper is threefold: first, to explain the link between traditional same-age school structure and the impact this has on a school’s capacity for individual and organisational learning; second, to explain why attempts to develop schools as learning organisations (LOs) invariably reify existing structures and practice, and finally, to provide an example of how and why schools that have adopted a multi-age form of organisation, a vertical tutoring (VT) system, have stumbled upon an embryonic form of LO.Design/methodology/approachThis conceptual paper draws on a critical review of the LO literature and its defining characteristics. The paper adopts a multi-disciplinary approach combining autopoiesis and complexity science to explore differences in learning capacity between traditional same-age schools (year or grade-based structure) and schools that have transitioned to multi-age organisation (vertical tutoring system).FindingsThe traditional form of same-age organisational “grammar” used in secondary schools is highly resistant to change, and any attempts at reform that fail to focus on organisation only reify existing systemic behaviour. VT schools change their form of organisation enabling them to create the capacity needed to absorb the unheard voices of participant actors (staff, students, and parents) and promote individual and organisational learning (constituent features of the LO).Originality/valueThis conceptual paper argues that for secondary schools to develop any semblance of an LO, they must abandon the restrictions on learning caused by their same-age form of organisation. The VT system provides the kind of organisational template needed.
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(Tony) Dunne, A. "Organisational learning in an Australian food industry chain." Journal on Chain and Network Science 7, no. 1 (June 1, 2007): 55–69. http://dx.doi.org/10.3920/jcns2007.x077.
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This paper reports on a longitudinal study that focused on examining the transformational change process undertaken within a major Australian food manufacturing company. Organisational learning is an essential prerequisite for any successful change process and an organisation's ability to learn is dependent on the existence of an environment within the organisation that nurtures learning and the presence of key enablers that facilitate the learning process. An organisation's capacity to learn can be enhanced through its ability to form and sustain collaborative relationships with its chain partners. The results of this study confirm that the process of organisational change is difficult to achieve, takes time, requires dedicated resources and occurs at a differential rate throughout an organisation. The results also demonstrated that the change process had a positive impact on the organisation's ability to build and sustain relationships with its main supply chain partners. The fact that the majority of these relationships remained focused on improving operational alignment and cost reduction indicated that collaborative chain relationships are difficult to establish.
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Alibabić, Šefika. "Obrazovanje i učenje odraslih - Jezgro menadžmenta promene." Obrazovanje odraslih/Adult Education 10, no. 1 2010 (2010): 103–18. http://dx.doi.org/10.53617/issn2744-2047.2010.10.1.103.
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Intention of this work is to elaborate and to demonstrate on a theoretical level that adult education and learning is the basis of successful change management. For this purpose we have selected four variables - strategic changes, organisational culture, concept of learning organisation and competence basis of successful management. The analysis of these variables enabled te following conclusions: strategic change is based on organisational learning; the core of change management in organisation is the education and learning management of employees, since education and learning is the most important strategy of managing changes; change management is institutionalised by learning organisation in whose organisational culture, educational and learnig values are firmly positioned; successful change management is the area of professional activity of andragogist, because the andragogist is the change manager.
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OWENS, JONATHAN. "AN EVALUATION OF ORGANISATIONAL GROUNDWORK AND LEARNING OBJECTIVES FOR NEW PRODUCT DEVELOPMENT." Journal of Enterprising Culture 12, no. 04 (December 2004): 303–25. http://dx.doi.org/10.1142/s0218495804000166.
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This paper discusses New Product Development (NPD) Process and the perception required for effective NPD Learning (NPDL). A model of learning for NPD organisations is presented and the necessity to assess progression towards learning objectives at the individual, job and organisation level is shown. Three aspects of organisational groundwork are identified and discussed. These include developing the NPD process, implementing the NPD strategy and allocating resources for NPD and NPDL. Ten sets of learning objectives are identified and discussed. These are organisational analysis, barrier demolition, team working, flexible problem solving, use of advanced support tools, facilitating communication, maintaining communication, decision making, assessment of the NPD process and NPDL, and NPD risk analysis. It is proposed that adopting both an organisational needs analysis and individual needs analyses can support the development of NPD organisations. These analyses will identify the groundwork that should be undertaken by the organisation and the initial learning objectives for the individuals. The progression of NPD through the NPD process can then be assessed and implemented sufficiently.
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Rudančić, Andreja, Petar Mišević, and Dušan Tomašević. "Knowledge Management as a Business Strategy of a Learning Organisation." Tehnički glasnik 15, no. 2 (June 9, 2021): 191–98. http://dx.doi.org/10.31803/tg-20210113152513.
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Today, knowledge management is used as part of a business strategy by which an organisation adapts to rapid changes in society and the business world, by which it not only becomes more competitive but also achieves goals and remains successful. Organisations have become aware of the importance of the lifelong learning concept. It should be noted that knowledge management is in close synergy with human resource management in the organisation. To achieve the scientific value of the paper, the authors have conducted empirical research by using a survey questionnaire in which the elements of a learning organisation were investigated, along with the implementation of knowledge on the selected organisational model. The synthesis of the results and conclusions of this research will be used to formulate specific critical recommendations and valuable guidelines indicating possible areas of improving the level of learning organisation and motivation to learn, which indicates potential ways and approaches to knowledge management.
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Glennon, Russ, Ian Hodgkinson, and Joanne Knowles. "Learning to manage public service organisations better: A scenario for teaching public administration." Teaching Public Administration 37, no. 1 (October 15, 2018): 31–45. http://dx.doi.org/10.1177/0144739418798148.
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In the context of public value, it is argued that there is a need to adopt the learning organisation philosophy to manage public service organisations better. For collaborative work with public sector managers or in management education, a fictitious scenario is presented to develop the concept of the learning organisation as paradox. Faced with multiple and conflicting demands, public managers find it difficult to change organisational behaviour in response to new knowledge. The scenario demonstrates how learning organisation philosophy can be used to translate new knowledge into new behaviours. Key skills required for public managers to exploit the knowledge of all organisational members and confront the challenges of a contested concept, such as public value, are developed and comprise summarising evidence, making judgements, sharing thought processes on a contentious issue, and arriving at a consensus together. Contributions to public administration theory and practice are discussed.
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Sønsthagen, Anne Grethe, and Øyvind Glosvik. "‘Learning by talking?’ – The role of local line leadership in organisational learning." Forskning og Forandring 3, no. 1 (August 28, 2020): 6–27. http://dx.doi.org/10.23865/fof.v3.2124.
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Organisational learning is the topic addressed in this qualitative comparative case study. The purpose is to investigate the role of local line leadership in professional development processes. Two kindergartens participating in the Norwegian national in-service programme Competence for Diversity were studied. A combination of inductive and deductive analyses led us to introduce two dimensions: leading contextual interplay, with proactive and reactive values, and practice development, with fragmented and integrated values. One of the kindergartens appeared to have organised the professional development process more productively than the other, and the findings point to a combination of integrating dialogues on practice, and proactive managers as possible keys to understanding kindergartens as learning organisations. The model seems to capture, to some extent, the holistic view of the learning organisation as a structured relationship between individual and collective learning. The managerial role as local line leader stands out as important for understanding learning in this type of organisation.
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Tichá, I., and L. Bolcek. "Diagnostics of learning organisation – test of a diagnostic tool." Agricultural Economics (Zemědělská ekonomika) 50, No. 12 (February 24, 2012): 567–71. http://dx.doi.org/10.17221/5250-agricecon.
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Based on extensive literature review, the characteristics of a learning organisation are depicted as a starting point to define a pragmatic tool to assess the level to which an organisation meets the individual characteristics of learning organisation. The tool is designed as a matrix combining eight characteristics of learning organisation with four improvement levels including feedback loop. This tool has been tested in 9 organisations and the examples of information gathered through this exercise are provided and discussed.
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Meshari, Abdulrahim Zaher, Majed Bin Othayman, Frederic Boy, and Daniele Doneddu. "The Impact of Learning Organizations Dimensions on the Organisational Performance: An Exploring Study of Saudi Universities." International Business Research 14, no. 2 (January 25, 2021): 54. http://dx.doi.org/10.5539/ibr.v14n2p54.
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The education sector is crucial to any nation committed to building future human capital. The Higher Education sector in the Kingdom of Saudi Arabia (KSA) is at the centre of transforming the nation's future in a radical move to end oil-dependency. But this is only possible if universities make a decisive change and start working as learning organisations in all employee's levels. The present study investigates the direction of higher education in becoming learning organisations. We collected data from 840 staff members in 20 public Saudi universities. We designed a questionnaire exploring the seven dimensions of learning organisation found in the literature. Regression analyses were used to assess the impact of those dimensions on the organisational performance. Results showed that universities that adhered most to the learning organisation principles demonstrated a better organisational performance, particularly concerning research and knowledge performance. We recommend that universities should (1) use change agents to help transform effectively and meet rising demands and (2), promote continuous learning for all employees to increase productivity.
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Kumar, S., T. Leary, and S. Hutchinson. "LEARNING ORGANISATION SURVEY - AN ASSESSMENT OF PERCEPTIONS TOWARDS ORGANISATIONAL LEARNING." Intensive Care Medicine Experimental 3, Suppl 1 (2015): A861. http://dx.doi.org/10.1186/2197-425x-3-s1-a861.
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Bracher, David, and Peter Hingley. "Ethical maturity and organisational health: Some implications for educational psychology services." Educational and Child Psychology 19, no. 1 (2002): 81–96. http://dx.doi.org/10.53841/bpsecp.2002.19.1.81.
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AbstractThis paper explores the relationship between the development of organisational ethical maturity (OEM) and the process of becoming a “learning organisation”, for any organisation such as an educational psychology service or a local education authority. Organisations and agencies do not spring up as fully developed entities; rather they can be seen to gradually evolve in a dynamic way. This article attempts to trace this evolution through a consideration of the concept of the learning organisation and the development of a model of OEM. In addition, it explores the professional implications of the various stages of ethical development, and finally suggests mechanisms by which an organisation might move effectively towards transformation and a more developed ethical stance. To aid this process the authors have created an “agency awareness checklist”, which focuses upon four facets of agency function – commitment, direction, monitoring and professional training and support – and some ideas for checking to see if the organisation is open to learning. The authors believe that it is crucial to raise the profile of the issue of agency maturity/organisational health within the context of educational psychology services. If an agency or profession cannot examine, regulate and enhance its own ethical maturity/health, can it be entrusted to manage the psychological wellbeing of its clients?
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Coyte, Rodney. "Enabling management control systems, situated learning and intellectual capital development." Accounting, Auditing & Accountability Journal 32, no. 4 (May 24, 2019): 1073–97. http://dx.doi.org/10.1108/aaaj-02-2013-1237.
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Purpose The purpose of this paper is to examine how an enabling management control system (MCS) affected intellectual capital (IC) development in an organisation. The study explores the effect of a change from a coercive to an enabling control system on situated learning and the development of IC. Design/methodology/approach A case study was conducted in a large manufacturing organisation to explore the effect of a redesigned MCS on IC development. Semi-structured interviews were used to elicit understanding of the effect of the new system on situated learning and valuable local knowledge and relationship development. Findings The enabling way in which the MCS was designed introduced empowerment and accountability for financial and operational performance at all levels of the organisational hierarchy, which stimulated situated learning in a way that developed the organisation’s IC. Originality/value New insight is provided into the way management accounting practice can deliver valuable outcomes to organisations. First, into how MCSs design can stimulate the development of valuable local knowledge and relationships as IC. Second, into how MCS design can affect non-management employees. While prior studies have focussed on managers, this research is novel in showing how enabling controls affect non-management employees.
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Hedayati, Alireza, Mohammad Khalilzadeh, and Arman Bahari. "The Effect of Organisational Learning Capability on Individual Performance through the Use of Enterprise Resource Planning and User Satisfaction." Journal of Information & Knowledge Management 20, no. 02 (April 28, 2021): 2150026. http://dx.doi.org/10.1142/s021964922150026x.
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Given the global competition between organisations to deliver products and services, the need for integrated information is felt. Enterprise Resource Planning (ERP) system is one of the important technology tools which play an important role in the integration of information in the organisation and is a prerequisite for joining the global market. This study aims to experimentally test a framework for identifying the relationship between organisational learning capability, using an organisational resource planning system, end-user satisfaction and individual performance. The results can be used to adopt human resource policies in the organisation. Smart PLS 2 software is also used for data analysis as well as the structural equation modelling. The results show that organisational learning ability through user satisfaction and the use of organisational resource planning system affects the individual performance.
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Kopp, Tobias, Steffen Kinkel, Teresa Schäfer, Barbara Kieslinger, and Alan John Brown. "Measuring the impact of learning at the workplace on organisational performance." International Journal of Productivity and Performance Management 69, no. 7 (February 10, 2020): 1455–74. http://dx.doi.org/10.1108/ijppm-12-2018-0443.
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PurposeThe purpose of this article is to explore the importance of workplace learning in the context of performance measurement on an organisational level. It shows how workplace learning analytics can be grounded on professional identity transformation theory and integrated into performance measurement approaches to understand its organisation-wide impact.Design/methodology/approachIn a conceptual approach, a framework to measure the organisation-wide impact of workplace learning interventions has been developed. As a basis for the description of the framework, related research on relevant concepts in the field of performance measurement approaches, workplace learning, professional identity transformation, workplace and social learning analytics are discussed. A case study in a European Public Employment Service is presented. The framework is validated by qualitative evaluation data from three case studies. Finally, theoretical as well as practical implications are discussed.FindingsProfessional identity transformation theory provides a suitable theoretical framework to gain new insights into various dimensions of workplace learning. Workplace learning analytics can reasonably be combined with classical performance management approaches to demonstrate its organisation-wide impact. A holistic and streamlined framework is perceived as beneficial by practitioners from several European Public Employment Services.Research limitations/implicationsEmpirical data originates from three case studies in the non-profit sector only. The presented framework needs to be further evaluated in different organisations and settings.Practical implicationsThe presented framework enables non-profit organisations to integrate workplace learning analytics in their organisation-wide performance measurement, which raises awareness for the importance of social learning at the workplace.Originality/valueThe paper enriches the scarce research base about workplace learning analytics and its potential links to organisation-wide performance measurement approaches. In contrast to most previous literature, a thorough conceptualisation of workplace learning as a process of professional identity transformation is used.
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Elmer, Shandell, and Sue Kilpatrick. "Another look at the culture-quality-performance link." Australian Journal of Primary Health 14, no. 2 (2008): 35. http://dx.doi.org/10.1071/py08020.
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Quality improvement is usually driven by quality, safety and risk agendas leading to a focus on measurements of the outputs of care; outputs such as fewer complaints, fewer accidents and adverse events. An oft-neglected theme is the impact of the quality improvement initiative within the organisation itself. This paper presents the findings of the first stage of an evaluation that has examined the changes which have occurred within organisations since participating in a quality improvement initiative. These findings indicate that engaging with a quality improvement program can change the nature of social interactions within the organisation. In this way, quality improvement programs can impact on organisational culture, particularly in relation to organisational learning. Thus, this paper argues that successful engagement with a quality improvement program can enhance organisational learning, and, in turn, build organisational capacity.
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Griffiths, Garfield. "Make Your Healthcare Organisation a Learning OrganisationMake Your Healthcare Organisation a Learning Organisation." Nursing Standard 17, no. 51 (September 3, 2003): 29. http://dx.doi.org/10.7748/ns2003.09.17.51.29.b150.
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Saud, Tina Rawal. "Total Quality Management System and Organisation Performance: Mediating Effect of Organisational Learning in Nepali Service Sector." Journal of Business and Social Sciences Research 4, no. 1 (June 30, 2019): 39–60. http://dx.doi.org/10.3126/jbssr.v4i1.28997.
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The main objective of this study was to examine the effect of total quality management system (TQM) on organisation performance along with the mediating effect of organisation learning in Nepali Service sector. The relationship between the TQM system, organisation learning and organisation performance was examined using Pearson correlation coefficient and regression analysis was conducted to test the hypotheses. Data was collected from 240 respondents (i.e., 118 from the ISO certified and 122 from non-ISO certified organisations). The findings of this study suggested that total quality management system had a significant positive effect on organisation performance and organisation learning mediated the relationship between total quality management system and organisation performance. Out of the seven dimensions of the TQM system only top management support, workforce management, customer relations, supplier quality management and process flow management had a significant positive effect on organisation performance. The results of the independent sample t-test further confirmed the high level of organisation performance in ISO certified organisations.
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Vince, Russ. "The learning organization as paradox." Learning Organization 25, no. 4 (May 14, 2018): 273–80. http://dx.doi.org/10.1108/tlo-08-2017-0083.
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Purpose This paper aims to describe and discuss the idea of the learning organisation as a paradox and to explore the implications of this idea for improving the longevity and influence of the learning organisation concept. Design/methodology/approach The paper presents qualitative data drawn from MBA students’ involvement in learning about leadership. Participants’ written reflections on the “Temporary Learning Organisation (TLO) Exercise” are used to illustrate paradoxical tensions emerging from their attempts to lead the emergence of a learning organisation. Findings Three inter-connected paradoxical tensions are identified: inhibited freedom, detached engagement and ambivalent enthusiasm. These can help to explain how processes and practices that encourage learning in organisations are inseparable from those that undermine the effort to learn. Originality/value The paper presents a novel way of looking at the debate between the learning organisation as a positive ideal, and the learning organisation as negative ideology. A paradox viewpoint is focused on sustaining tensions because they generate possibilities. There is much to be learned from the interplay between the desire to create ongoing learning opportunities and conscious and unconscious efforts to avoid and undermine them.
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De Groot, Bert, Wim Leendertse, and Jos Arts. "Building Adaptive Capacity through Learning in Project-Oriented Organisations in Infrastructure Planning." Urban Planning 5, no. 1 (March 6, 2020): 33–45. http://dx.doi.org/10.17645/up.v5i1.2523.
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Transport infrastructure networks are currently being challenged by rapidly changing contexts, such as climate change, new IT and mobility technologies, ageing infrastructure, demographic changes and growing engagement of stakeholders. These challenges call for an adaptive management approach in infrastructure planning. Apart from making the physical infrastructure more adaptive, organisational adaptive capacity is currently being discussed in both literature and practice. The literature describes learning as one of the key elements of organisational adaptive capacity. However, it remains unclear how infrastructure network agencies learn. Most of these agencies are organised in a project-oriented way. Projects can be considered as information exchange platforms of individuals that have to align their knowledge and interpretations to collectively make sense of this information to deliver a project-result. However, projects operate relatively autonomously from their parent organisation. This article aims to enhance the understanding of how projects learn from each other and how the parent organisation learns from projects and vice versa. To this end, we have conducted an in-depth case study of a typical project-oriented organisation in infrastructure planning: Rijkswaterstaat—the executive agency of the Ministry of Infrastructure and Water Management in the Netherlands. Data was collected through documents and semi-structured interviews with members of a selection of projects of Rijkswaterstaat and other members of this organisation. We used Social Network Analysis to support the analysis of the data. Subsequently, the results were confronted with literature to understand how collective learning occurs in project-oriented organisations.
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Anttila, Timo, Tomi Sakari Oinas, and Armi Mustosmäki. "Towards formalisation: The organisation of work in the public and private sectors in Nordic countries." Acta Sociologica 62, no. 3 (March 26, 2018): 315–33. http://dx.doi.org/10.1177/0001699318761782.
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According to European comparative studies, organisational change and restructuration have been especially prevalent in Nordic countries. In particular, public-sector organisations have been under turbulence due to pressures for cost reduction and increased efficiency. Yet, not much is known about how these changes have affected the organisation of everyday work. Based on the three waves of European Working Conditions surveys (2000, 2005, 2010), this paper analyses the change in the organisation of work in Nordic countries. The aim is to look into types of work organisation in public- and private-sector organisations in Sweden, Finland, and Denmark. The questions asked are how the type of work organisation differs between sectors and to what extent are there changes in the prevalence of work organisation types. According to the results, the trend is a move away from the use of forms of work organisation characterised by high levels of learning and autonomy to more constrained or formalised forms. However, differences were also found between countries and sectors. The formalisation of work (i.e. features characteristic especially of the lean model of work organisation) is more common in the public sector and in Finland and Denmark compared to Sweden.
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Sun, Peter Y. T., and John L. Scott. "Process level integration of organisational learning, learning organisation and knowledge management." International Journal of Knowledge and Learning 2, no. 3/4 (2006): 308. http://dx.doi.org/10.1504/ijkl.2006.010998.
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Smith, Karen. "A learning organisation." Nursing Older People 11, no. 9 (December 1, 1999): 28–29. http://dx.doi.org/10.7748/nop.11.9.28.s13.
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Bradbery, Patrick. "The Learning Organisation." International Journal of the Humanities: Annual Review 4, no. 3 (2007): 77–86. http://dx.doi.org/10.18848/1447-9508/cgp/v05i03/42037.
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Ho, Samuel K. M. "Total learning organisation." Learning Organization 6, no. 3 (August 1999): 116–20. http://dx.doi.org/10.1108/09696479910270443.
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Campbell, Susanna P. "When Process Matters: The Potential Implications of Organisational Learning for Peacebuilding Success." Journal of Peacebuilding & Development 4, no. 2 (September 2008): 20–32. http://dx.doi.org/10.1080/15423166.2008.278602713606.
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Despite considerable attention given to professionalising methods and analysing best practices, peacebuilding organisations (i.e. any organisation aiming to impact the causes of peace) continue to have difficulty understanding and demonstrating their collective and individual impact. This article argues that this is in part due to the barriers they encounter in organisational learning. To impact the causes of peace, peacebuilding organisations have to learn what works in each conflict context. To improve their chances at learning, peacebuilding organisations have to measure and understand their successes and failures. As a result, this article argues, peacebuilding organisations' learning processes have an important role in determining their capacity to identify and influence the causes of peace in countries emerging from violent conflict.
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Fielding, Michael. "Learning Organisation or Learning Community?" Philosophy of Management 1, no. 2 (2001): 17–29. http://dx.doi.org/10.5840/pom20011211.
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Maskun, Roozita, and Norzanah Matt Nor. "Digitalisation Success in Learning Organisation: Preliminary Outlook." Social and Management Research Journal 15, no. 2 (December 3, 2018): 133. http://dx.doi.org/10.24191/smrj.v15i2.5004.
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he use of digital information tools in our daily life, demands technicalcompetencies to navigate through digital information successfully. Everylearning organisation today, facing a lot of challenges to keep theirinstitutions going, increasing in growth and sustainable effectively in amodest world. Knowledge is the main resource and the important essencein any of learning organisations. Knowledge management nowadays ispractically accessible through digital tools. The need on which digitalcompetency level and resources availability, are the key factors ondigitalisation success process. This only a concept paper, hence the purposeof this paper is to reveal that in a learning organisation, the digitalisationprocess maybe success with the help of technology, resources and thecompetences of the users. The concept is developed by an extensive literaturereview of on digitalisation and analysis of different knowledge sources ina learning organisation. The key concept can be used by practitioners indeveloping a learning organisation to guide them to choose a sufficientsubset of tools that covers the digitalisation processes to ensure that noprocess is overlooked. The result of successful digitalisation is an interestingarea for further research. However, the current view on value underlies init offering practitioners in giving at least a starting point. The paper can beused by educational organisations to guide on successful in digitalisationprocess effectively and efficiently. The paper addresses some of the socialelements related to successful in learning organisations. However, it is more technically targeted. Researchers have analysed that holistic overview andthe effect of digital competence towards the successful of digitalisationprocess. Furthermore, limited research addresses the successful ofdigitalisation process because of the constrains in resources.
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Retna, Kala S. "The Learning Organisation: A Comparative Study of Singapore Organisations." International Journal of Learning: Annual Review 13, no. 1 (2006): 95–102. http://dx.doi.org/10.18848/1447-9494/cgp/v13i01/48178.
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Sulistiasih, S., and Widodo Widodo. "How do learning organisation and reward system affect lecturers’ innovative work behaviour?" Cypriot Journal of Educational Sciences 17, no. 9 (September 30, 2022): 3490–502. http://dx.doi.org/10.18844/cjes.v17i9.8088.
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Innovative work behaviour (IWB) is essential for the survival of individuals and organisations. Therefore, this research examines IWB based on learning organisation, reward systems, and job involvement perspectives. It also proves job involvement’s role in mediating learning organisation and reward systems on IWB. A quantitative approach was adopted with a causal design, and questionnaires were administered to 230 lecturers of private universities in Indonesia to collect data. The result of path analysis showed that learning organisation, reward system, and job involvement significantly affects IWB. Job involvement also mediates the relationship between the learning organisation and rewards system with IWB. Therefore, a new model that learning organisation and reward system affects IWB mediated by job involvement is confirmed. IWB can be improved through learning organisation and reward system with the support of job involvement.
Keywords: learning organisation, reward system, job involvement, innovative work behaviour, lecturer.
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Urbancová, Hana, Adéla Fajčíková, and Václav Kala. "Learning Methods and Their Efficiency in Agricultural Organisations in the Czech Republic." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 66, no. 4 (2018): 1035–41. http://dx.doi.org/10.11118/actaun201866041035.
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Education and employee development are among the most important areas where employers can look for new efficient ways and methods for gaining a competitive advantage in the form of employee knowledge. Systematic education increases the potential of the workforce which has a positive impact on all organisation processes in all sectors, including agriculture. The objective of this paper is to evaluate the deployment of educational methods in Czech agricultural organisations and to assess their efficiency within the educational process. The data was obtained through a quantitative survey, specifically a questionnaire, among selected agricultural organisations operating in the Czech Republic (n = 70). The evaluation involved independence tests (the χ2 test) and multi-dimensional statistics (factor analysis). The results showed that most of the surveyed agricultural organisations have implemented an educational process in order to develop competencies among their staff. Among the surveyed organisations, the results have identified 4 organisational approaches to the use of educational methods (0.404 – 0.860) and two ways how to evaluate their efficiency in the educational process (0.519 – 0.889). Testing has proven a correlation between whether an agricultural organisation develops education systematically, plans educational activities for a pre-defined period and evaluates the efficiency of educational activities using selected identification variables.
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Colbran, Richard, Robyn Ramsden, Karen Stagnitti, and Samantha Adams. "Measures to assess the performance of an Australian non-government charitable non-acute health service: A Delphi Survey of Organisational Stakeholders." Health Services Management Research 31, no. 1 (August 17, 2017): 11–20. http://dx.doi.org/10.1177/0951484817725681.
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Organisation performance measurement is relevant for non-profit charitable organisations as they strive for security in an increasingly competitive funding environment. This study aimed to identify the priority measures and indicators of organisational performance of an Australian non-government charitable organisation that delivers non-acute health services. Seventy-seven and 59 participants across nine stakeholder groups responded to a two-staged Delphi technique study of a case study organisation. The stage one questionnaire was developed using information garnered through a detailed review of literature. Data from the first round were aggregated and analysed for the stage two survey. The final data represented a group consensus. Quality of care was ranked the most important of six organisational performance measures. Service user satisfaction was ranked second followed by financial performance, internal processes, employee learning and growth and community engagement. Thirteen priority indicators were determined across the six measures. Consensus was reached on the priority organisational performance measures and indicators. Stakeholders of the case study organisation value evidence-based practice, technical strength of services and service user satisfaction over more commercially orientated indicators.
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Webster, Jonathan. "Make your Healthcare Organisation a Learning Organisation." Nursing Older People 16, no. 3 (May 1, 2004): 36–37. http://dx.doi.org/10.7748/nop.16.3.36.s21.
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Pekkola, Sanna, Sanna Hildén, and Johanna Rämö. "A maturity model for evaluating an organisation’s reflective practices." Measuring Business Excellence 19, no. 4 (November 16, 2015): 17–29. http://dx.doi.org/10.1108/mbe-05-2014-0011.
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Purpose – This study aims to examine how to measure and evaluate the level at which the management control system of the organisation supports reflective practices. Though the literature on management control has recently recognised the value of reflection as a tool for organisational learning, there are few practical means of analysing the management control system alongside reflective activity. To improve and develop reflective practices for more comprehensive and systematic utilisation, the management control system has to support these practices. Design/methodology/approach – The study is based on the current literature on reflection, reflective practices and management control and the pulling together of these three areas to determine how the evaluation and measurement of reflective practices should be organised. Based on that, the maturity model for measuring how the management control system supports reflective practices is elaborated. The empirical data testing the maturity model was collected from three case organisations. Findings – As its main contribution, the study composes a maturity model for evaluating the stage of reflective practices within organisations/an organisation. The existing literature does not present models or frameworks for evaluating the maturity of this kind of competence development activity. The presented model has many advantages that make it useful for pragmatic assessment and facilitation of competence development processes. Practical implications – As a practical tool, the maturity model helps to prioritise development actions when there is a need to enforce creative thinking (transformative learning) and sense-making within the organisation. Because an organisation cannot implement all the best practices in one phase, the maturity model can be used to introduce them in stages. Originality/value – The study advances one way of defining measures for reflective practices such that they are led from the literature on such practices. In addition, the study composes a maturity model for evaluating an organisation’s stage of reflective practice. Before an organisation can develop and manage its reflective practices or identify necessary changes, the current state of its reflective practices should be analysed.
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Burns, George R., and Robert R. Paton. "Supported Workplace Learning: A Knowledge Transfer Paradigm." Policy Futures in Education 3, no. 1 (March 2005): 50–61. http://dx.doi.org/10.2304/pfie.2005.3.1.9.
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The importance of knowledge to the effective development of economic growth in the twenty-first century has led to a number of initiatives such as lifelong learning, skills development and knowledge transfer. Of these, knowledge transfer has predominantly been concerned with the commercial exploitation of research knowledge. This article suggests that such a narrow focus on research-led development is really only practical for larger organisations and misses many opportunities for knowledge transfer related to improving organisational knowledge and business effectiveness through supported workplace learning appropriate to small to medium-sized organisations. Two models of supported workplace learning, one involving a programme of study developed to reflect the strategic objectives of the organisation, and one developed to reflect business-led development, are described through case studies. Both illustrate the effectiveness of knowledge transfer that, although not research-led, had a significant impact on the competitive advantage of the respective organisations. In one case the students gained postgraduate awards, while in the other the students gained considerable business experience, again illustrating the flexibility that supported workplace learning can offer for individual development. Finally, the article concludes that effective knowledge transfer into the workplace may legitimately be structured around objectives that do not depend on research. In this mode, supported workplace learning offers an approach that is effective for the organisation and flexible in supporting individual development. It is also noted that one aspect of the process that became evident in both case studies was the need to manage the change process that injection of new knowledge created.
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Hogh-Janovsky, Isabell, and Klaus Meier. "Journalism Innovation Labs 2.0 in Media Organisations: A Motor for Transformation and Constant Learning." Journalism and Media 2, no. 3 (July 2, 2021): 361–78. http://dx.doi.org/10.3390/journalmedia2030022.
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Media organisations and their newsrooms are not structurally equipped to adapt to the dynamic transformation that is increasingly demanded of them. To change this, ten years ago, growing numbers of media organisations began founding journalism innovation labs within their operations. More recently, a new generation of innovation lab has come about that builds on the experiences of the first labs. This paper examines—on the basis of organisational culture and innovation culture as theoretical framework—how journalism innovation labs 2.0 in media organisations are organised and which learnings the lab members have made compared with the pioneers of the first generation. The explorative study focused on five labs in Germany. In some phases of the innovation process the new labs benefited from the pioneering work of the predecessor labs. However, changes in the lab organisation became apparent. A developmental leap is reflected in the manifold efforts of the lab employees not to stay in their laboratory environment but instead to act as an innovation motor for the transformation of their media organisation by knowledge transfer, sharing of new ideas and approaches through advanced training, comprehensive and transparent innovation communication, agile project accompaniment, and personnel rotation. The innovation labs 2.0 apply a process of constant learning and dynamic change.
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Ursic, Dusko, Aljosa Nikl, Matjaz Mulej, and Andrej Smogavc Cestar. "System-Organisational Aspect of a Learning Organisation in Companies." Systemic Practice and Action Research 19, no. 1 (February 2006): 81–99. http://dx.doi.org/10.1007/s11213-005-9005-1.
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P. Wilson, John, and Colin Beard. "Constructing a sustainable learning organization." Learning Organization 21, no. 2 (April 8, 2014): 98–112. http://dx.doi.org/10.1108/tlo-08-2012-0056.
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Purpose – Marks and Spencer's Plan A environmental strategy is an ambitious one which addresses economic, social and environmental considerations. As part of this process it recently used a sustainable learning store strategy to develop, capture and disseminate learning before, during and after construction so that learning could be transferred to future projects. Significantly, the strategy did not draw on “traditional” learning organisation concepts; instead it developed its own bottom-up approach to identify the important areas for learning. The practices developed for the learning store were then evaluated against a learning organisation blueprint. Design/methodology/approach – A literature review of learning organisations in construction was complemented by a case study of the prototype Marks and Spencer learning store. The strategies adopted by the company were assessed against Pedler et al.'s blueprint for a learning company. Findings – The systematic learning store strategy developed by Marks and Spencer matched the 11 main criteria described by Pedler et al.'s learning company blueprint and also included managing and leading. The strategies adopted by M&S have the potential to be adopted by other organisations seeking to become environmentally sustainable learning organisations. Research limitations/implications – This case study was undertaken from the perspective of one retail organisation and did not directly evaluate the other stakeholders. It was also largely cross-sectional in nature and describes the learning which occurred but not its application to any subsequent downstream projects. Its applicability to other industries and organisations therefore needs to be investigated further. Practical implications – The strategies used during the development of the Marks and Spencer's learning store have the potential to be adopted by other retail, construction and organisations from other sectors and have significant benefits to the environment. Originality/value – Little has been written about the practical application of sustainability approaches for learning organisations. The scale and scope of the Plan A strategy would not appear to have been achieved by other organisations.
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Coates, Tracy. "Sharing and Learning." Journal of Perioperative Practice 26, no. 12 (December 2016): 266. http://dx.doi.org/10.1177/175045891602601201.
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The NHS Litigation Authority (NHS LA) is a not-for-profit NHS organisation that manages negligence and other claims against the NHS in England on behalf of their member organisations. Their overarching vision is to resolve claims in a timely and fair manner while sharing the lessons of why things go wrong and improving safety.
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Antonacopoulou, Elena P., Christian Moldjord, Trygve J. Steiro, and Christina Stokkeland. "The New Learning Organisation: PART II - Lessons from the Royal Norwegian Air Force Academy." Learning Organization 27, no. 2 (January 12, 2019): 117–31. http://dx.doi.org/10.1108/tlo-10-2018-0160.
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Purpose The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Design/methodology/approach The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance. Findings The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters. Research limitations/implications Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”. Practical implications The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership. Social implications Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve. Originality/value Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.