Showing papers in "The Learning Organization in 2002"
TL;DR: Action research has been recognised for its breadth as a field of research practice and its depth as a discourse of theoretical insight as discussed by the authors, but it does not have one neat, widely accepted definition.
Abstract: Action research has been recognised for its breadth as a field of research practice and its depth as a discourse of theoretical insight. It does not have one neat, widely accepted definition. Points to some reasons for the difficulty of formulating a generally accepted definition of action research, and argues why action research should not be confined but should be both clarified for communication and open for development. The discussion stems from a working definition developed with participants in an international symposium that serves as a classic definition of action research. Presents several alternative approaches to resolution and argues for a judicious mix of pragmatism and flexibility in approaching the definition issue.
342 citations
TL;DR: In this article, the authors argue that action research is more appropriate than traditional research for improving practice and professional and organisational learning, and they present a model to illustrate the distinction and relationship between thesis research, core research and thesis writing.
Abstract: This paper argues that action research is more appropriate than traditional research for improving practice, and professional and organisational learning. Our particular aim is to help postgraduates in the social and human sciences to understand and clarify the difference between core action research and thesis action research; that is, between collaborative, participatory action research in the field (aimed at practical improvement in a learning organisation) and independent action research in preparing the thesis (aimed at making an original contribution to knowledge). We present a model to illustrate the distinction and relationship between thesis research, core research and thesis writing.
208 citations
TL;DR: Dick as discussed by the authors discussed the choices that a postgraduate student faces in conducting action research: as a technician or craftsperson; primarily theory-driven or data-driven research; emphasis on action or research; choices in methodology; and choices in methods to involve people and to collect and analyse data.
Abstract: This paper is Bob Dick’s latest conceptualisation of much of his extensive work (including his AREOL course: action research and evaluation online). His focus is on postgraduate programs. He discusses the choices that a postgraduate student faces in conducting action research: as a technician or craftsperson; primarily theory‐driven or data‐driven research; emphasis on action or research; choices in methodology; and choices in methods to involve people and to collect and analyse data. He also takes up other key issues including literature review, generalising and writing.
166 citations
TL;DR: Action learning is now an international field and as discussed by the authors focuses on defining the concept of action learning and revealing its underlying philosophical assumptions, the terminology, features and success factors of an action learning program are also considered.
Abstract: This paper reviews the concept of action learning with reference to the classic texts by Reg Revans and texts that are likely to become classics, such as recent studies from the UK, Germany, Austria, South Africa, Australia, North America and Latin America. Action learning is now an international field and this paper draws widely from this field. The paper focuses on defining the concept of action learning and revealing its underlying philosophical assumptions. The terminology, features and success factors of an action learning program are also considered.
155 citations
TL;DR: This paper presents a generic model for designing action learning programs, including action research projects, within organizations, that has been tested and found useful by many senior managers, academics, postgraduates and consultants in several countries.
Abstract: Models can be helpful for understanding the essence and/or processes of complex phenomena in a field, because they are simple representations of concept patterns and relationships. This paper presents a generic model for designing action learning programs, including action research projects, within organizations. Core values for action learning programs and explanations for success and potential pitfalls are also discussed. The model has been tested and found useful by many senior managers, academics, postgraduates and consultants in several countries. Readers are encouraged to explore the model in order to apply, refine, adapt it, or to create their own model representing their theoretical framework, concepts, values and systems thinking.
146 citations
TL;DR: In this paper, the authors argue that the management of emotions is problematic and precarious and that some emotions arise from deeper unconscious sources and are impervious to learning, and two specific emotions, anxiety and love, are discussed.
Abstract: Far from being emotional deserts, organizations are full of emotion and passion. Increasingly, management has sought to harness emotion to increase work motivation, enhance customer service and work performance and the “emotional intelligence” advocates have sought to develop a toolkit for the smarter deployment of emotions in organizations. Using social constructionist and psychoanalytic ideas, the author argues that the management of emotions is problematic and precarious. Some emotions may be contained or re‐directed, but many arise from deeper unconscious sources and are impervious to learning. Two specific emotions, anxiety and love, are discussed.
116 citations
TL;DR: Drawing on the apparent similarities in these processes, self‐organizing activities and the natural emergence of new systems as a model for a new type of learning environment are described.
Abstract: Individual and group development is an essential element of achieving competitive advantage through people. The building and transfer of knowledge is widely discussed in the literature with respect to explicit knowledge, and some authors have gone on to address environments for learning and even building tacit knowledge. Separately, complexity theory suggests a process of self‐organization and adaptation that, in some respects, parallels an environment of learning. Extensive interaction, learning by doing, and experimenting seem to be not only the foundation for individual development, but also a fundamental part of the natural adaptive process for organizations as complex adaptive systems. One problem noted, however, is that the current literature has done little to highlight the parallels between individual development and complex adaptive organizational systems. Drawing on the apparent similarities in these processes, describes self‐organizing activities and the natural emergence of new systems as a model for a new type of learning environment. Explores the idea of facilitating self‐organizing learning activities in a separate organizational space within existing organizations, and outlines the theoretical elements for making such a space successful.
64 citations
TL;DR: The model is a conceptual framework for Internet searching that will help people to overcome the challenges of working within an environment that is subject to continuous change, both in the forms of technology used and in the content that is available through the Internet.
Abstract: Sources of information and other opportunities available via the Internet are increasing exponentially. This comes with the steady increase in Internet use for education, marketing and commercial trading, and in government for communication of information to citizens. Using the action research cycle of planning, acting, recording and reflecting, this article introduces a model for an approach to Internet searching and use. The model is a conceptual framework for Internet searching that will help people to overcome the challenges of working within an environment that is subject to continuous change, both in the forms of technology used and in the content that is available through the Internet. Our model encourages the searcher to use action research principles to enlighten their searching, reflecting and learning about new techniques as the tools that they use change around them. Our model should prove valuable to educators, researchers and consultants to inform their own practice as well as for use in the educational environment.
59 citations
TL;DR: In this article, the authors explored the use of organizational learning mechanisms to create actionable knowledge in a pharmaceutical company and used an action research approach to explore the nature and issues associated with fostering the dynamic learning capability within the firm.
Abstract: This article explores the use of organizational learning mechanisms to create actionable knowledge in a pharmaceutical company. An action research based approach was used to explore the nature and issues associated with fostering the dynamic learning capability within the firm. The results indicate that dynamic learning capability is embedded and influenced by company culture, existing skills and competence, organizational structure, incentives for learning, capacity for continuous change and leadership. It is argued that enabling actionable knowledge creation is a fragile process that has to be managed with care, and is far more complex than the literature suggests.
51 citations
TL;DR: In this article, a conceptual framework for process management of groups involved in action learning and action research is presented, and the concept of meta learning (learning to learn) in relation to the learning organisation is discussed.
Abstract: Presents a conceptual framework for process management of groups involved in action learning and action research. Discusses propositional, practical and experiential learning; and the concept of meta‐learning (learning to learn) in relation to the “learning organisation”. Presents a model of process management that concerns people and process, with implications for research in industry, government and higher education.
41 citations
TL;DR: In this article, the authors suggest that climate and socialization processes facilitate the development of interfunctional coordination, and thus its impact on firm performance, by merging the organizational culture, market orientation, climate, socialization, and competing values framework streams of literature.
Abstract: Interfunctional coordination may be of primary importance to a firm developing a sustainable competitive advantage. This paper suggests that climate and socialization processes facilitate the development of interfunctional coordination, and thus its impact on firm performance. By merging the organizational culture, market orientation, climate, socialization, and competing values framework streams of literature to describe the process by which an organization positions itself in the competitive arena, a framework is developed and research propositions are offered.
TL;DR: This paper explored the expressed meanings that 60 middle managers attach to the concept of a shared strategic vision by providing a brief review of the business and management literature and the role of organisational learning.
Abstract: This paper explores the expressed meanings that 60 middle managers attach to the concept of a shared strategic vision by providing a brief review of the business and management literature and the role of organisational learning. It continues by identifying the meanings and skills that these middle managers from a large international corporation attach to the achievement of a shared vision within a framework of Senge’s skills. A further element uncovered by the research is recorded; how the managers express their concerns regarding the reasons, as they see them, why a shared vision is not a feature of their organisation. A conclusion is reached that these middle managers believe implicitly that a shared strategic vision is desirable. Further that engagement in the activity described in the paper provides an opportunity for the managers to reflect on their organisation within the concept of organisational learning and the skills that are needed to take this concept forward.
TL;DR: In this article, the authors present information and insight into the background of ALARPM (action learning, action research and process management) not only as a field but also as a worldwide network association, thus facilitating understanding of the evolution and nature of these three concepts.
Abstract: This paper is an edited version of an interview that presents information and insight into the background of ALARPM (action learning, action research and process management) not only as a field but also as a worldwide network association, thus facilitating understanding of the evolution and nature of these three concepts. The interviewee’s responses reflect her personal perspective, informed by both life experience and a theoretical framework that conceives of ALARPM first as a philosophy, a theory of learning and a methodology, and second as a method and technique.
TL;DR: The parallel action learning structure (PALS) model described in this paper links the program design elements with personal and organisational outcomes and shows how these contribute to synergy and ongoing organisational energy and innovation as mentioned in this paper.
Abstract: This paper explains the underlying dynamics of the University of Queensland action learning program (1991‐1999) through discussion of the parallel action learning structure (PALS) model. The author developed the PALS model as an outcome of his action research PhD study of the program, which was a development program for senior academic and administrative staff based on the principles of action learning and action research. This program achieved outstanding success and became a best practice model for other universities throughout Australia and elsewhere in the world. The PALS model described in this paper links the program design elements with personal and organisational outcomes and shows how these contribute to synergy and ongoing organisational energy and innovation. It also serves as a model for designing action learning interventions in other environments.
TL;DR: In this article, the authors consider the issue of learning in the context of new technology projects that have recently been implemented in the UK retail banking industry and conclude that reluctance to disseminate lessons learned throughout the organisation means the full potential offered by new technologies will continue to elude banks until their apparently complacent attitude towards learning is addressed.
Abstract: This article considers the issue of learning in the context of new technology projects that have recently been implemented in the UK retail banking industry. Continual changes in the business environment have focused attention upon the need for organisations to “learn” if they are to retain their market positions. Interviews were conducted with 42 bank managers and industry consultants over an 18 month period. Five case studies of major new projects are drawn upon which provide evidence that learning from past mistakes, or even building upon past successes, continues to be the exception rather than the rule. As a result, even successful projects had a limited impact upon the activities of the organisations as a whole. It is concluded that reluctance to disseminate lessons learned throughout the organisation means the full potential offered by new technologies will continue to elude banks until their apparently complacent attitude towards learning is addressed.
TL;DR: The Tao Te Ching as discussed by the authors offers ideational principles and practical guidelines for today's learning organizations, portraying the energy patterns that recur throughout creation, the Tao provides new insights for planning and problem solving.
Abstract: Written over 25 centuries ago in ancient China, the Tao Te Ching offers ideational principles and practical guidelines for today’s learning organizations. By portraying the energy patterns that recur throughout creation, the Tao provides new insights for planning and problem solving. By focusing on process, the Tao reveals the vital connection between personal growth and growth in organizations. Unlike mechanistic management that treats people like replaceable parts, leading with the Tao respects people and process, leveraging positive personal and organizational change to produce greater energy, innovation, and productivity.
TL;DR: In this article, the authors analyse the performance of RDS over a period of time in the light of the changing conditions in the oil industry and examine a variety of learning methods used by RDS in the critical period prior to and during the 1990s.
Abstract: Since the late 1980s, learning organisations have been deemed to have a number of advantages over non‐learning ones. One organisation that has been identified as “a premiere learning organisation”, is Royal Dutch Shell (RDS). Despite this, in 1998 its results were the worst in its history. Seeks to explain how and why this happened. Considers the advantages claimed for learning organisations, the features of them that enhance an organisation’s competitive advantage and those that can obstruct their effectiveness. Analyses the performance of RDS over a period of time in the light of the changing conditions in the oil industry. In particular examines a variety of learning methods used by RDS in the critical period prior to and during the 1990s. From this, addresses differences between the characteristics of RDS in the 1990s, compared with previously, on the one hand, and with those identified as significant for ensuring that learning organisations create competitive advantage, on the other hand, in an effor...
TL;DR: In this article, the authors argue that the best vehicle for releasing emotional energy into the workplace if facilitators are utilized who can enrich the action learning process with skills drawn from disciplines such as counseling, Gestalt, psychodynamics, and psychoanalysis.
Abstract: Contends that organizations designed according to current theories require that traits of leadership and personal responsibility be developed in employees at all levels of the organization, not just the formal leaders. Asserts that to develop these traits, organizations must strike an adequate balance between rationality/technical efficiency and non‐rational factors such as emotion. States that organizations currently operate with a facade of rationality, ignoring emotional reality. Argues that leverage for such change lies in working at team/group level meetings, changing the quality of interactions to enhance authenticity and create emotional openness. Maintains that action learning has so far proven the best vehicle for releasing emotional energy into the workplace if facilitators are utilized who can enrich the action learning process with skills drawn from disciplines such as counseling, Gestalt, psychodynamics, and psychoanalysis. Claims that familiarity with the principles of Eastern philosophies is also helpful.
TL;DR: In this article, the authors present a written explanatory model of the firm assets in the organisation's success, based on the characteristics that are intrinsic to the asset itself, such as heterogeneity and transparency, duration and mobility.
Abstract: Firm assets are the most important element in strategy formulation and implementation. A company’s grounds to success can be found here. However, not all are equally important. Some will be considered strategic and others ordinary, depending on how influential they are when it comes to obtaining and appropriating rents, as well as how they hold up during a span of time. This will depend upon their relevance and scarcity, suitability and continuance, as well as on the difficulty encountered when they are to be imitated or substituted. The above features will depend on the characteristics that are intrinsic to the asset itself. These are heterogeneity and transparency, duration and mobility. The connections between the external factors and these internal characteristics will allow the presentation of a written explanatory model of the firm assets in the organisation’s success.
TL;DR: In this article, an application in organizational consulting of a model that utilises the concept of energy is presented, which has its roots in an ancient framework, the chakra system, and to date has proved insightful for managers and others in settings such as higher education, coaching, and consultancy.
Abstract: This article presents an application in organizational consulting of a model that utilises the concept of “energy”. This model has its roots in an ancient framework, the chakra system. The approach is emergent, and to date has proved insightful for managers and others in settings such as higher education, coaching, and consultancy. The article describes a specific application of the framework in an organizational consultancy project. The consultant used the framework to guide a collaborative inquiry by organizational participants into their experience of the organization, leading to formulation of intended changes. Issues for practice and for critical reflection are raised.