Presents the outcomes of research conducted at UNITEC Institute of Technology, New Zealand, that support the development of a new and distinctive "university of technology" within a relatively traditional national higher education system. The first involved a survey of staff opinion on the organizational development aspects of this new…

Uses components of Habermas' life-world concept to identify the processes through which communities of practice create intellectual capital as members co-construct knowledge. Concludes that organizations should find ways to enhance communicative collaboration in order to develop intellectual capital. (Contains 30 references.) (SK)

Explores problems in Senge's learning organization concept through four questions: Where is the system of which learners are supposed to be part? What is the impact of diversity? What is the quality of relationships and roles upon which interdependence hinges? and What is the importance of the organization's environmental context? (SK)

Offers a step-by-step guide to conducting an assessment to determine whether your company has the characteristics of a learning organization. Includes a list of learning organization assessment instruments that identifies author, learning level, content areas, and methodology used. (JOW)

Suggests that the key issue in the evaluation problem scenario is not so much an ethical problem as it is a strategic problem. The evaluator needs to be educator, change agent, and organizational development practitioner to make this evaluation a success. (SLD)

A literature review explored the effectiveness of cross-cultural managements of multinational companies. The effect of national culture on organizational culture was analyzed and ways in which multinational companies can adopt the national differences were suggested. (Contains 42 references.) (JOW)

Describes how electronic resources can support learning in small and medium-sized enterprises by identifying connections among management strategy, technology deployment, and knowledge creation. Examples of emerging practices in the use of electronic resources are used to develop a matrix that matches type of learning (adaptive, collaborative,…

Makes the case that the effectiveness of the use of information systems (IS) in an organization depends on an evolving understanding of the nature of IS value and that the speed of this organization is, in large part, a function of organizational and IS leadership. Analyzes the role of leadership and its relationship to the concept of absorptive…

Summarizes the history of North American correctional education three ways: chronologically, according to schools of thought or paradigm changes, and from a systems development perspective. Contains 28 references and biographical sketches of leaders of schools of thought. (SK)

Defines the learning company as an organization that facilitates the learning of its members and continually transforms itself in order to meet strategic goals. Supports the concept with a study of personnel directors in eight public and private organizations in the United Kingdom. Proposes guidelines for developing learning companies. (SK)

Discusses the establishment and guiding principles of The International Standing Conference for the History of Education (ISCHE). Traces its founding, meetings, conference topics, membership composition, various organs of the organization and their functions, newsletter publications, and the developmental changes that have occurred in the…

A literature review leads to a model for using performance appraisal information in the process of analyzing training needs. The model identifies performance discrepancies, determines causes, and chooses interventions based on internal (employee) and external (work environment) factors. (SK)

Instead of training staff to deal with problems, organizations need to recognize the problems and change to solve them. Training departments are changing to include organizational development to facilitate teams, design work processes, and get out where the real work happens. (JOW)

A learning organization supports learning at three levels: (1) individual, through continuous opportunities, inquiry, and dialog; (2) team, through action learning and collaboration; and (3) organizational, through systems that capture learning, empower participants, and link to the environment. Leaders who model and support learning at all three…

Focus group discussions with 50 human resource development professionals elicited their opinions on the following: what is a learning organization, what distinguishes organizational from individual learning, what role do training professionals play. Although some clarification was achieved, many thought it essential to the nature of learning…