Pain and Stress in Learning Organizations

Akella, Devi

doi:10.1177/097215090700800209

Cited by 7 publications

(8 citation statements)

References 25 publications

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“…We need to break those stereotypical thoughts. Chugh and Sahgal (2007) concurred and described sex-role orientation and gender stereotyping as common issues that plagued emerging women leaders.…”

Section: Theme 6: Leadership Training Can Have Encompassing Impact Onmentioning

confidence: 87%

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Brue¹,

Brue²

2016

Journal of Leadership Education

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This application brief provides pedagogical strategies for teaching and learning about women and leadership as a potentially sensitive subject, with emphasis on creating an intellectually safe learning environment. Findings from a study of students' expectations and experiences with a Women and Leadership course showed that the strategies affected students' learning experiences. Some strategies also challenged the instructor as a woman leader.

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Section: Theme 6: Leadership Training Can Have Encompassing Impact Onmentioning

confidence: 87%

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Brue¹,

Brue²

2016

Journal of Leadership Education

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“…Otherwise, the learning accomplished is not healthy, it is "learned helplessness" (Marsick and Watkins, 1994) and laborious in nature (Barnett, 1999). Learning can be "experienced as a threat" and "unappealing" (Jarvensivu and Koski, 2012, p. 9), when employees are forced to learn things (Akella, 2007a;Fenwick, 1998;Jones and Hendry, 1994). Learning here becomes a "repressive" activity (Akella, 2007b;Driver, 2002).…”

Section: Critical Review Of Learning Organizationsmentioning

confidence: 99%

A learner-centric model of learning organizations

Akella

2020

TLO

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Purpose This paper aims to contribute by placing the missing “learner agent” within the entire process of learning. To understand under what social conditions, it is possible to develop autonomous learners who are conscious of self, able to reflect on their identities, roles and responsibilities, to learn and develop professionally, in alignment with the organizational goals and objectives. Design/methodology/approach The paper uses empirical data from a higher educational institution to provide insights on how it might be possible to intervene to incorporate workspaces which allow learner agent reflection resulting in individual and organizational learning processes, devoid of power exercises and manipulation strategies. Findings The empirical findings reveal the crucial role of learner agents, and positive outcomes associated with learning that happens be an autonomous choice and process, with minimal structural influence. The relevance of reflection, personal identity, social conditions, dialogic third spaces and transformation opportunity structures in developing lifelong learners, learning societies and democratic learning organizations is emphasized. Research limitations/implications This study suggests plausible directions in which the model of learning organizations can move forward, in the form of designing transformation structures or workspaces where learner agents have the opportunity to reflect on their tacit knowledge, job responsibilities and functions in an autonomous manner to generate learning, which is democratic and un-contested in nature. Originality/value The significance of learner agent in the entire learning process is demonstrated, to place forward a learner-centric model of learning organization where structure and agency harmoniously merge to form one common ground, where individual learning becomes organizational learning with no hidden power dynamics. Empirical evidence is provided to demonstrate how learning can be a win–win situation for all organizational groups.

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“…This also problematises the pre-given, institutionalised purpose of LO/OL: as Örtenblad et al (2015, pp. 213-214) point out, in much LO/OL literature, “the employees are assumed to reflect critically, but only on the surface, and not question the power structures adopted or the learning organisation ideology” and, hence, they are expected to learn things “not primarily of interest to themselves” (Fenwick, 1998; Jones and Hendry, 1994; Akella, 2007a). In general, this approach has generated a discontinuity of the mainstream LO/OL discourse, and opened up room for alternative LO/OL.…”

Section: Problematising the Learning Organisationmentioning

confidence: 99%

Regenerating the learning organisation: towards an alternative paradigm

Pedler

Hsu

2019

TLO

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Purpose This paper aims to take a critical view of the concepts of the Learning Organisation and Organisational Learning (LO/OL) and respond to two questions about their current state: are existing perspectives on LO/OL still fit for purpose? What are the possibilities for an alternative paradigm of LO/OL? Design/methodology/approach The paper critically reviews the literature of LO/OL and uses the concept of problematisation together with some guiding principles from ancient wisdoms to articulate an alternative paradigm. Findings Two waves of LO/OL are identified. A first wave rests on a series of assumptions that have shaped a predominant understanding of LO/OL, including the suppositions that all learning is good; that those organisations adopting LO/OL strategies are engaged in useful work and in pursuing socially valuable ends; and that neo-liberal beliefs favouring market-based solutions are the most appropriate response to organisational problems. A more reflexive approach to LO/OL has challenged these predominant views, and although it has had little impact on practice, it paves the way for a possible second wave perspective. With the help of a theoretical excursion of Taoism and Buddhism, the authors portray a possible picture of a new paradigm for LO/OL. Originality/value Whilst existing critical accounts have problematised the mainstream assumptions of LO/OL, they have not clearly indicated any different perspectives. Drawing upon ancient wisdom, the paper identifies some guiding principles for an alternative LO/OL paradigm and discourse.

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Pain and Stress in Learning Organizations

Cited by 7 publications

References 25 publications

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

A learner-centric model of learning organizations

Regenerating the learning organisation: towards an alternative paradigm

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