Purpose: The purpose of this paper is to reflect on the journal and organizational learning over the years. Design/methodology/approach: The approach adopted is that of providing a viewpoint perspective to look at the concept of the learning organization. Findings: By looking at organizational learning partly from the perspective of a publisher,…

Presents findings of organizational learning literature that could substantiate claims of learning organization proponents. Examines four learning processes and their contribution to performance-based learning management: knowledge acquisition, information distribution, information interpretation, and organizational memory. (SK)

Key challenges in development of learning organizations, promotion of learning culture, enhancement of learning processes, and development of learning communities are appropriateness of current models for interdisciplinary teams; whether valuing diversity enhances effectiveness; how global human resource development affects domestic; and what…

Effective organizational learning must build on individual learning. Continuous work-centered learning is a sequential process of interaction, implementation, integration, and iteration. A learning organization should aim to improve individual capacity to recognize and use learning opportunities. (SK)

The rationally based model of action learning limits learning and change. Adding a psychological component (emotional experiences that promote or discourage learning) and a political component (effects of institutional and personal power relations on learning) broadens understanding of individual and organizational development. (SK)

Includes "Joining Forces" (Lindamood); "Spiritual Dimension of the Learning Organisation" (Hawkins); "Management--A 'Spiritual' Foundation?" (Nevard); "Hermit in Organisations" (Murray); "Towards a Spiritual Perspective on Behavior at Work" (Henson); "On Uncertainty" (Adlam); "Spirituality in Organisations" (Lee); "Ecological Organisation" (Conn);…

Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in "schools". This provides an interesting analysis, but…

In establishing a secondary school teacher/advisor system and advisory group, the advisor should direct his efforts toward and encourage decisions about three critical areas: the state of the group and possible enabling norm patterns; the conditions of openness, trust, and safety in the group; and the student in relation to the group processes.…

The authors state that organizational development (OD) consultants are reluctant to rely upon instruments because this would diminish their sense of usefulness. They discuss 15 OD issues and conclude that OD instruments must be based on sound principles of behavior and sequenced in a planned way in order to implement organizational change and…

When organizational leaders adhere to untested, self-generating beliefs, their ability to achieve desired results can be limited. Although leaders have traditionally been viewed as the bearers of all the answers and have been expected to make all organizational decisions, emerging views of leadership suggest that their role should be to encourage…

Stephen Brookfield has written and edited 10 books on adult learning, teaching, and critical thinking. He is a recipient of a number of awards, including the World Award for Literature in Adult Education (in 1986, 1989, 1996, and 2005), the Imogene Okes Award for Outstanding Research in Adult Education (in 1986), and the Leadership Award from the…

This book contains 22 papers on reflective learning in practice. The following papers are included: "Our Purpose" (Ann Brockbank, Ian McGill, Nic Beech); "The Nature and Context of Learning" (Ann Brockbank, Ian McGill, Nic Beech); "Reflective Learning and Organizations" (Ann Brockbank, Ian McGill, Nic Beech);…

A workshop was conducted to give participants an opportunity to explore how to apply a different paradigm for learning in organizations. The workshop agenda was as follows: presentation of the theory and supporting research; experiential activities to apply the paradigm in academic and organizational settings; small group discussion aimed at…

The possibility of using a Gestalt-informed peer learning community to facilitate reflective learning and organizational change was explored. A peer learning community model exists that is based on two approaches to working with mental illness--therapeutic community practice (which is based on treating the community group rather than individuals…

This document contains 13 presentations/discussion summaries and 10 supporting 'thesis' papers from a symposium on selected issues in human resources development (HRD) in Europe. The following summaries are included: "Introduction" (Sabine Manning); "Developing Flexibility in Pursuit of Competitiveness" (Nick Boreham);…