The world is a volatile, uncertain, complex, and ambiguous (VUCA) environment (Carvan, 2015) that calls for leaders who can effectively navigate the complexity of leadership today. Students of leadership studies must not only learn leadership information content, but also be able to effectively implement the content and process, requiring deep…

This collection of 58 articles from the recently-published third edition of the International Encyclopedia of Education focuses on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization,…

Empirical evidence indicates that learning in many organizations is simple rather than complex, and many organizations seem to be unable to reflect on and draw from learning processes. An ecological broadening of perspectives is recommended as a solution. (SK)

With knowledge management as the strategic intent and learning to learn as the strategic weapon, the current management focus is on how to leverage knowledge faster and better than competitors. Research demonstrates that it is the cultural mindset of the people in the organisation that primarily defines success in knowledge intensive…

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…

This book is intended to give readers an observational scheme for understanding the process of organizational knowledge development at the individual and social levels. Chapter 1 examines devising a concept of organizational knowledge. In chapter 2, the place of epistemology within philosophy is discussed along with organizational, cognitivist,…

This paper provides a view of learner relationship management that looks to examine the potential for learning systems across an organizational value chain by addressing the potential for learning solutions beyond the Human Resources function in an organization. It identifies a return on investment strategy to align the goals of the organization…

This article provides a brief introduction to learning organization and systems thinking. It contains three experiential learning activities designed to teach systems thinking concepts. The first activity, "Pellets," helps learners discover the advantages of applying systems thinking to the solutions of workplace problems. The next two…

This publication shows step-by-step how trainers may use self-organized learning (SOL) to achieve real and lasting change within an organization at all levels. Each of the eight chapters begins with an "agenda board" outlining the contents and ends with a section featuring suggested activities for developing the skills. An introduction…

This paper presents the findings from a project investigating management development for SME managers using an action learning programme, combining both face-to-face workshops and a virtual action learning environment. This programme was undertaken as part of the ENSeL (Engaging Networks for Sustainable eLearning) project, which was supported by…

The factors contributing to organizational learning in police units in Finland and elsewhere were examined to find strategies to improve the prerequisites of learning and compare linear and nonlinear methods of modeling organizational learning prerequisites. A questionnaire was used to collect data from the 281 staff members of five police…

Many organizations are not satisfied that their methods of evaluating training are rigorous or extensive enough to answer questions of value to them. Complaints about Kirkpatrick's popular four-step model (1959) of training evaluation are that each level is assumed to be associated with the previous and next levels and that the model is too simple…