What does “learning organization” mean?

2018 ◽  
Vol 25 (3) ◽  
pp. 150-158 ◽  
Author(s):  
Anders Örtenblad
Keyword(s):  
Learning Organization ◽  
Design Methodology ◽  
Learning Organizations ◽  
Contextual Approach ◽  
Content Type ◽  
Contingency Model ◽  
Starting Point ◽  
Conceptual Paper ◽  
Definition Of

Purpose The paper aims to offer an overview of the definition of the concept of learning organization to be used, related to and taken as a starting point for further conceptual developments by others writing about and using the learning organization concept. An additional purpose is to suggest how the concept of learning organization could be demarcated to define what would be demanded from any particular organization to be counted as a learning organization. Design/methodology/approach This is a conceptual paper. To define the learning organization, a label-focused approach and a content-focused approach are used. A contextual approach is suggested as the most appropriate tool for demarcating the concept of learning organization. Findings It is suggested that there are four versions of learning organization, which can all be related to three different forms of organizational aspects. Furthermore, a contextual approach is suggested to demarcate how to define learning organization to develop a much-needed contingency model, which places reasonable demands on organizations in various contexts to qualify them as learning organizations. Originality/value An overview definition, which anybody writing about the learning organization could relate to, is presented. It is also discussed what a learning organization is not, something which only few others have done, and a contextual approach to demarcating the learning organization concept is suggested.

The learning organization: the time is ripe for starting to certify the idea

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anders Örtenblad
Keyword(s):  
Learning Organization ◽  
Design Methodology ◽  
Learning Organizations ◽  
Content Type ◽  
Non Profit ◽  
Starting Point ◽  
Single Industry ◽  
Definition Of ◽  
First Time ◽  
Practical Implications

Purpose To convince readers that the time is ripe to start certifying the learning organization and to outline what would be needed to accomplish such a certification. Design/methodology/approach This is an argumentative piece based on the author’s almost 30 years of experience from researching and authoring the learning organization. Findings It is argued that the idea of the learning organization is still “fluffy” and that it is not universally applicable as is. It is suggested that a broad, inclusive definition of the learning organization is taken as the starting point for the process of contextualizing the idea to reach a set of “contextualized standards”, which could be used when certifying the learning organization. Research limitations/implications Researchers are encouraged – in cooperation with practitioners – to sculpture one “contextualized standard” of the learning organization for each single industry. Such contextualized standards outline what, exactly, that could be demanded from organizations within the particular industry that want to become learning organizations. Practical implications There is a need for one – or some – non-profit association/s that could start to certify the learning organization on the basis of a set of contextualized standards. There may also be a need for consultants assisting organizations to transform themselves into learning organizations in accordance with these contextualized standards. Originality/value This is the first time (at least in writing) that it is suggested that the learning organization is certified.

Schools as learning organizations

2019 ◽  
Vol 33 (5) ◽  
pp. 1106-1115
Author(s):  
Laurie Field
Keyword(s):  
Learning Organization ◽  
Critical Analysis ◽  
Design Methodology ◽  
Learning Organizations ◽  
Poor Quality ◽  
The Political ◽  
Educational Improvement ◽  
Content Type ◽  
First Time ◽  
Practical Implications

Purpose The purpose of this paper is to assess the desirability and attainability of schools becoming learning organizations. Design/methodology/approach The paper presents a critical analysis based on a wide-ranging review of the “schools as learning organizations” literature. Findings The notion of learning organization applied to schools is fundamentally flawed. Most notably, schools as learning organizations are conceptualized in so many different ways that it is possible to claim almost anything; the political aspects of shared learning are inadequately handled; and poor quality scholarship is commonplace. Practical implications There are repeated claims in the educational improvement literature that that there are significant benefits for schools that become learning organizations and, as a result, school leaders should steer schools in this direction. However, this paper critically challenges these claims, concluding instead that schools and their leaders should ignore calls to become learning organizations. Originality/value Many scholars, together with agencies such as the OECD, have suggested that, for schools, the learning organization is both a desirable goal and an achievable endpoint. The value of this paper is that, for the first time, these claims are subjected to a comprehensive critical review, revealing them to be hollow rhetoric rather than attainable reality.

In between smorgasbord and table d’hôte: à la carte learning organization

2016 ◽  
Vol 30 (1) ◽  
pp. 6-9 ◽  
Author(s):  
Anders Örtenblad
Keyword(s):  
Learning Organization ◽  
Design Methodology ◽  
Learning Organizations ◽  
Content Type ◽  
Practical Implications ◽  
A La Carte

Purpose – To suggest how the idea of the learning organization can be adapted to fit organizations in different contexts. Design/methodology/approach – The paper is based on many years of work on the idea of the learning organization and how it can be made to fit in different contexts. Findings – Any organization that has an interest in becoming (or continuing to be) a learning organization is recommended to critically examine the relevance of each and every element of the idea of the learning organization, and thereafter construct a model of the learning organization that fits the particular organization. Practical implications – Organizations that aim to become (or continue to be) learning organizations are offered some concrete advice as to how to examine the relevance for their particular organization of the elements that the idea of the learning organization consists of. Originality/value – In contrast to all those who claim that the idea of the learning organization is relevant as is, without first going through any changes, to all organizations, this paper suggests that not all elements of the idea are relevant to all organizations. In contrast to those who merely suggest that each organization needs to find and adopt its own version of the learning organization, this paper offers concrete insights as to how such a process of customization actually can be conducted.

scholarly journals The artification of wine: lessons from the fine wines of Bordeaux and Burgundy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Annamma Joy ◽  
Kathryn A. LaTour ◽  
Steve John Charters ◽  
Bianca Grohmann ◽  
Camilo Peña-Moreno
Keyword(s):  
Design Methodology ◽  
Social Processes ◽  
Brand Awareness ◽  
Content Type ◽  
Art Form ◽  
Cultural Differentiation ◽  
Aesthetic Pleasure ◽  
Conceptual Paper ◽  
Definition Of ◽  
Practical Implications

PurposeIn this paper, the authors argue that fine wines can be considered art and as such can be awarded luxury status. The authors discuss the processes of artification, through which such wines are recognized as art (Shapiro and Heinich, 2012), and heritagization, in which the cultural differentiation implicit in the concept of terroir (the various elements of a microclimate that contribute to a wine's specific attributes) connects a wine to its history and provenance. The investigation focuses specifically on fine wines from Bordeaux and Burgundy, which are renowned worldwide for their depth and flavors. What traits are intrinsic to the definition of art, and what social processes culminate in transforming an entity from nonart to art?Design/methodology/approachIt is a conceptual paper that requires blending several viewpoints to present the authors’ own viewpoints.FindingsThis study aims to address the above questions and argues that fine wines, as a source of aesthetic pleasure, are themselves an art form.Research limitations/implicationsThe implications for producers of fine wines and other artisanal products seeking to elevate brand awareness are discussed.Practical implicationsThe findings of this study are of interest to wine scholars as well as wineries. They provide evidence as to how artification occurs.Originality/valueWhile there are papers that address the issue of artification and heritagization individually, the authors bring to bear the importance of both concepts on specific wine regions in France: Burgundy and Bordeaux.

scholarly journals From knowledge to wisdom: will wisdom management replace knowledge management?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maria Jakubik ◽  
Peeter Müürsepp
Keyword(s):  
Knowledge Management ◽  
Data Collection ◽  
Empirical Research ◽  
Design Methodology ◽  
Content Type ◽  
Theoretical Contribution ◽  
Conceptual Paper ◽  
Research Philosophy ◽  
Definition Of ◽  
Implicit And Explicit

PurposeThis conceptual paper aims to contribute to the knowledge management (KM) literature by seeking to determine whether wisdom management (WM) will replace KM in future.Design/methodology/approachThis exploratory paper follows the interpretivist research philosophy and the deductive approach. The data collection is based on selected literatures from three disciplines (KM, philosophy and psychology). The findings were qualitatively analysed.FindingsThe findings are threefold: (1) the discussion of wisdom has been either neglected or superficially discussed in the KM literature; (2) despite the fact that wisdom is widely discussed and researched in philosophy and psychology disciplines, there is no commonly agreed upon definition of wisdom, and a dichotomy exists between the implicit and explicit theories of wisdom; (3) wisdom research in philosophy and psychology disciplines provides valuable input to KM by identifying the dimensions, components and characteristics of wisdom and wise individuals.Research limitations/implicationsImportant sources may have been unintentionally overlooked in this paper. This paper identifies the need for empirical research and discussion about WM as the next potential phase of KM. It offers several implications for researchers, managers and management educators as this paper shows that WM is emerging as a new discipline.Originality/valueThis paper makes a theoretical contribution to the fifth phase of KM by drawing attention to wisdom and WM as the next potential phase of KM.

What is “strategic asset seeking FDI”?

2015 ◽  
Vol 23 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Klaus E. Meyer
Keyword(s):  
Direct Investment ◽  
Multinational Enterprises ◽  
Design Methodology ◽  
Distinct Type ◽  
Business Strategies ◽  
Content Type ◽  
Case Examples ◽  
Starting Point ◽  
Capability Building ◽  
Definition Of

Purpose – The purpose of this paper is to shed more light on the concept of “strategic asset-seeking FDI”, which is frequently used in discussion of emerging economy multinational enterprises (MNEs), but it is challenged by some scholars. The author argues that he needs this category because an important type of foreign direct investment (FDI) is not captured by the other motives identified by John Dunning, namely, market-, efficiency- and natural-resource-seeking FDI. Design/methodology/approach – The author illustrates the phenomenon of strategic asset-seeking FDI with case examples that form the starting point for his theoretical arguments. Findings – Some FDI is undertaken explicitly with the aim to use assets acquired abroad to enhance the operations of the investor in other markets, including, notably, the investors’ home market. This contribution to capability-building processes of the MNE, indeed, constitutes an important and distinct type of investment motive. Originality/value – The author concluded that Dunning’s typology remains a powerful tool to analyze contemporary business strategies, but it suggests refining the definition of the categories.

Nancy Dixon: empowering the learning organization through psychological safety

2020 ◽  
Vol 27 (3) ◽  
pp. 259-266
Author(s):  
Yusuf Sidani ◽  
Simon Reese
Keyword(s):  
Learning Organization ◽  
Design Methodology ◽  
Learning Organizations ◽  
Action Learning ◽  
Psychological Safety ◽  
Content Type ◽  
Speak Up

Purpose This paper aims to provide an overview of the development of learning organization concepts from the perspective of Nancy Dixon, who has been at the forefront of the learning organization discussion since the 1980s. Design/methodology/approach Through a conversation with Dixon, and a scan of some of her works, this paper discusses several topics pertaining to the evolution of the learning organization debate, from Dixon’s perspective. Findings Dixon’s understanding of learning organizations was influenced by concepts related to action learning where people in organizations learn through meeting and talking about their problems. What distinguishes her understanding from others in that it is built more on the perspective of psychological safety, as inspired by Amy Edmonson's work. Originality/value Dixon acknowledges that her work has had more impact on the practitioner side. Dixon maintains that learning organizations are more egalitarian and move away from hierarchy. There are ethical underpinnings to this understanding as, with psychological safety, people are willing to speak up in those situations when their voices are needed to be heard.

Introduction to special issue

2018 ◽  
Vol 25 (1) ◽  
pp. 2-9
Author(s):  
Patrice M. Buzzanell
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Design Methodology ◽  
Learning Organizations ◽  
Gender Issues ◽  
Discovery Learning ◽  
Feminist Critique ◽  
Special Issue ◽  
Content Type ◽  
And Gender

Purpose This paper aims to first introduce the four contributions to the themed issue of The Learning Organization entitled “Learning Organization/Organizational Learning and Gender Issues”. Second, the commonalities among these articles function as themes that can generate further research and engaged or problem-driven scholarship and practice. Design/methodology/approach Feminist critique. Findings These articles challenge commonsense, blur boundaries between reality and imagined visions and form a multilevel matrix for understanding and change regarding gendered learning organizations. Originality/value As an introduction to a special issue, this essay summarizes and extends on the four contributions and then extends the insights to encourage discovery, learning and engagement.

scholarly journals Improvisation in the learning organization: a defense of the infra-ordinary

2019 ◽  
Vol 26 (3) ◽  
pp. 238-251 ◽  
Author(s):  
Miguel Pina e Cunha ◽  
Stewart Clegg
Keyword(s):  
Learning Organization ◽  
Organization Theory ◽  
Design Methodology ◽  
Social Implications ◽  
Organizational Practice ◽  
Research Attention ◽  
Content Type ◽  
Conceptual Debate ◽  
Conceptual Paper ◽  
Practical Implications

Purpose This paper aims to describe the hidden presence of improvisation in organizations. The authors explore this presence through George Perec’s notion of the infra-ordinary applied to the study of the learning organization and its paradoxes. Design/methodology/approach Most studies of paradox and improvisation are qualitative and inductive. In this conceptual paper, the authors offer a conceptual debate aiming to redirect conceptual attention on studies belonging to the domains of learning, improvisation and paradox. Findings The authors defend the thesis that improvisation is an example of a paradoxical practice that belongs to the domain of infra-ordinary rather than, as has been habitually assumed in extant research, the extraordinary. Research limitations/implications The study draws research attention to the potential of the infra-ordinary in the domains of paradox, improvisation and learning. Practical implications For practice, the study shows that improvisation can be a relatively trivial organizational practice as people try to solve problems in their everyday lives. Social implications Most organizations depend upon the capacity of their members to solve problems as these emerge. Yet, organization theory has failed to consider this dimension. As a result, organizations may be unintentionally harming their capacity to learn and adapt to environments by assuming that improvisation is extra-ordinary. Originality/value The study of paradox and improvisation from an infra-ordinary perspective has not been explicitly attempted.

How the concept of organizational unlearning contributes to studies of learning organizations

2017 ◽  
Vol 24 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Eric W.K. Tsang
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Joint Ventures ◽  
Design Methodology ◽  
Learning Organizations ◽  
International Joint Ventures ◽  
Content Type ◽  
International Joint ◽  
Short Essay ◽  
Harsh Critique

Purpose The first purpose of this short essay is to respond to Howells and Scholderer’s (2016) harsh critique that organizational unlearning is a superfluous concept. The second purpose is to establish a relationship between organizational unlearning and the learning organization. Design/methodology/approach To respond to Howells and Scholderer’s critique, the author carefully examines their arguments – focusing on their comments on the author’s previous publications – and checks whether the arguments are logical and coherent. To establish a relationship between organizational unlearning and the learning organization, the author draws on his own research of international joint ventures in China. Findings Howells and Scholderer seriously miscited the ideas in one of the author’s publications, and their main arguments are blatantly flawed. Moreover, they are unaware that many of the faults they find in the organizational unlearning literature are also present in the organizational learning literature. As to the second part of this essay, the study of the acquisition type of joint ventures clearly indicates the presence of organizational unlearning. Moreover, for such ventures to be learning organizations, the unlearning step has to be well managed. Research limitations/implications As mentioned, the author’s response to Howells and Scholderer’s critique focuses on their comments on the author’s publications. It is highly likely that they have made other erroneous arguments that this essay fails to capture. The author’s discussion of unlearning and learning organizations is constrained by the context of acquisition joint ventures. Originality/value This essay forcefully rebuts Howells and Scholderer’s critique, which can become an obstacle in the development of organizational unlearning research. The dynamics of knowledge transfer in acquisition joint ventures suggest that skills of unlearning, and not just learning, are essential to reaching the goal of being a learning organization.

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