scholarly journals Residence Life as Learning Organizations: An Inquiry Into Organizational Elements that Support Integration of the Residential Curriculum

2020 ◽  
Author(s):  
Heather Kropf
Keyword(s):  
Learning Organizations ◽  
Residence Life

Transforming the public sector into learning organizations: the Egyptian experience applied on Egyptian National Railways

2019 ◽  
Vol 35 (3) ◽  
pp. 133-181
Author(s):  
Marwa Gaber Ahmed Fahim Gaber Ahmed Fahim
Keyword(s):  
Public Sector ◽  
Learning Organizations ◽  
The Public

scholarly journals Learning in Struggle: Argentina’s New Worker Cooperatives as Transformative Learning Organizations

2014 ◽  
Vol 69 (1) ◽  
pp. 186-218 ◽  
Author(s):  
Marcelo Vieta
Keyword(s):  
Transformative Learning ◽  
Workplace Learning ◽  
Social Relations ◽  
Social Action ◽  
Learning Organizations ◽  
Action Learning ◽  
Self Awareness ◽  
Learning Approaches ◽  
Economic Crises ◽  
Worker Cooperatives

SummaryThis article considers Argentina’sempresas recuperadas por sus trabajadores(worker-recuperated enterprises, or ERTs) astransformative learning organizations. ERTs are illustrative of how workers’ conversions of capitalist firms into worker cooperatives—especially conversions emerging from troubled firms and in moments of deep socio-economic crises—transform workers (from managed employees to self-managed workers), work organizations (from capitalist businesses to labour-managed firms), and communities (from depleted to revitalized and self-provisioning localities).Theoretically, the study is grounded in class-struggle, workplace learning, and social action learning approaches. These theoretical perspectives help the study work through how workplace conversions by workers, when converting troubled investor-owned or proprietary firms into worker coops, act as catalysts for contesting workplace exploitation and capitalist crises, while also beginning to move beyond them by forging new social relations of production and exchange. In the case of Argentina’s ERTs, crises in the political economy and micro-economic crises at the point of production during the collapse of the neoliberal model at the turn of the millennium heightened workers’ self-awareness of their situations of exploitation and motivated collective action. As a result, new worker cooperatives were created that also stimulated the social, cultural, and economic renewal of surrounding communities.The study’s research method relies on extended case studies of four diverse ERTs, which included ethnographic observation and in-depth interviews. Observations of daily workflows were conducted, as well as interviews and informal conversations with founding and newer ERT workers. In a more structured portion of the interview protocol, key-informants were asked to reflect on how they had personally changed after being involved in the ERT, and how production practices and involvement with the community had transformed in the process of conversion.The article concludes by outlining how worker, organizational, and community transformations emerge from workers’ processes ofinformal learningandlearning in struggleas they collectively strive to overcome macro- and micro-economic crises and learn to become cooperators. This learning, the study shows, occurs in two ways:intra-cooperativelyvia informal workplace learning, andinter-cooperativelybetween workers from different ERTs and with surrounding communities. The self-management forged by ERTs thus embodies new, cooperative, and community-centered values and practices for these workers that, in turn, sketch out different possibilities for economic and productive life in Argentina.

GOING BEYOND TOTAL QUALITY: THE CHARACTERISTICS, TECHNIQUES, AND MEASURES OF LEARNING ORGANIZATIONS

1995 ◽  
Vol 3 (1) ◽  
pp. 24-44 ◽  
Author(s):  
Fred Luthans ◽  
Michael J. Rubach ◽  
Paul Marsnik
Keyword(s):  
Learning Organizations ◽  
Total Quality

scholarly journals Training and Development Strategy and Its Role in Organizational Performance

2011 ◽  
Vol 1 (2) ◽  
pp. 42 ◽  
Author(s):  
Brig(Retd) Abdus Sattar Niazi
Keyword(s):  
Competitive Advantage ◽  
Organizational Performance ◽  
Development Strategy ◽  
Learning Organizations ◽  
Training Programs ◽  
Business Environment ◽  
Training And Development ◽  
Global Level ◽  
Value Addition

In the FMCG industry at global level, the business environment has changed with intense pressure on organizations, to become ‘Learning Organizations’  and stay ahead of their competitions by bringing innovation/reinvention in training and development strategy while emphasizing on planning, designing, implementing and evaluating the training programs. Carry out an analysis that the objective of training and development is to create learning organizations which ensure that employees through value addition can effectively perform their jobs, gain competitive advantage and seek self growth: this measurable performance resulting from good training and development, shall enhance organizational performance.  

scholarly journals Family SMEs in Ireland as learning organizations

2008 ◽  
Vol 15 (5) ◽  
pp. 421-436 ◽  
Author(s):  
Naomi Birdthistle
Keyword(s):  
Learning Organizations ◽  
Family Smes

Complexities of learning organizations – addressing key methodological and content issues

2018 ◽  
Vol 25 (6) ◽  
pp. 443-454
Author(s):  
Nataša Rupčić
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Organizations ◽  
Middle Managers ◽  
Empirical Work ◽  
Project Work ◽  
Related Factors ◽  
Content Type ◽  
Learning Challenges

Purpose The purpose of this paper is to highlight challenges regarding methodological approach in studying learning organizations as well as the following content related issues: knowledge harvesting in project work, role of middle managers in creating energized learning environment, structuring individual activities to promote learning, impact of context-related factors (spaces of performance) and content-related factors (storytelling) on learning in higher education and diverging assessments of learning organizations with regard to hierarchy and organizational size. Design/methodology/approach Conclusions and models presented in the paper have been designed based on the systems perspective, critical thinking and critical review of previous contributions. Findings Findings refer to suggestions regarding further empirical work based on solid normative contributions in the field of learning organizations in general and its specific topics such as learning in project work, organizational design, role of middle managers, learning organization perceptions and learning challenges in higher education. Research limitations/implications Conclusions and models provided in the paper need further empirical testing and validation. Practical implications Implications for practitioners have been identified in terms of recommendations regarding possible methodological approaches in further studies of learning organizations, as well as regarding the following areas: knowledge creation cycle, structuring of individual activities to promote learning, role of middle managers in creating energized learning environment, learning challenges in higher education and divergent assessments of learning organizations regarding organizational hierarchy and size. Originality/value Contributions from previous authors have been systemically and critically reviewed, adapted models have been provided and suggestions for practitioners in this regard have been offered.

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