Towards the Learning Company

Peler, Mike; Boydell, Tom; Burgoyne, John

doi:10.1177/135050768902000101

Cited by 174 publications

(102 citation statements)

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“…He argues that those who focus on the learning organisation are primarily concerned with implementation and prescription on how organisations should learn. Thus, Pedler et al (1989) define a learning company as, 'an organization which facilitates the learning of all its members and continuously transforms itself. Later Pedler et al (1991) identified several characteristics which encourage learning in the learning organisation, including participative policy making, internal exchange, enabling structures and a learning climate.…”

Section: Russ Vince and Mike Broussinementioning

confidence: 99%

Rethinking organisational learning in local government

Vince

Broussine

2000

Local Government Studies

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Section: Russ Vince and Mike Broussinementioning

confidence: 99%

Rethinking organisational learning in local government

Vince

Broussine

2000

Local Government Studies

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“…Dubin (1978) indicates that the researcher has flexibility in determining the units (dimensions) of the theory that are intended to describe the phenomena. This author draws on the principles of the systematic training cycle, namely identifying training needs, designing training solutions implementing training and evaluating effectiveness as key stages within MD (Pedlar et al, 1989). The primary units of the MD process in the model that are considered as being central are identifying development needs, MD activities and evaluating development outcomes.…”

Section: Developing the Conceptual Modelmentioning

confidence: 99%

Conceptual model for analysing management development in the hospitality industry: A UK perspective

Watson

2008

International Journal of Hospitality Management

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“…To develop the paradigm, managers may draw from a wide range of definitions available in the OL literature. Definitions of OL emphasize group cognition before a change is made (Dodgson 1993;Pedler et al 1989;Templeton and Snyder 1999), whereby the cultural focus of improvement may include learning ability. For IT-intensive organizations, we suggest starting with Templeton et al (2002), which offers both a taxonomy of OL behavior and a validated survey for assessing its existence.…”

Section: Establishing An Ol Philosophy (Cultural)mentioning

confidence: 99%

Managing the diffusion of organizational learning behavior

2008

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This paper addresses the need for organizations to manage the transformation from traditional hierarchical models to 'learning organizations. ' We propose a fivestage methodology useful in the diffusion of behaviors associated with organizational learning (OL) theory. The stages of OL diffusion are (1) agenda-setting, (2) matching, (3) restructuring, (4) clarifying, and (5) routinizing. Each stage involves both managerial (structural) or member (cultural) influences on organizational memory (OM). Salient definitions are provided and the OM aspects and deliverables associated with each OL diffusion stage are discussed. This research provides a theoretically-driven approach to help change agents diffuse and realize the potential of OL behavior in the firm.Organizational learning (OL) has been accepted as a useful theory in information systems (IS) research for many years. Among IS studies using the theory, OL has been seen as a way to resolve conflict resulting from disruptive technologies (Sherif et al. 2006), a software diffusion theory (Fichman and Kemerer 1997), a possible explanation for the productivity paradox (see Arthur and Huntley 2005), a predictor of organizational competitive advantage (Bhatt and Grover 2005), and a way to alleviate barriers to effective change (Templeton and Snyder 1999). The significance of the theory in IS research naturally motivates the question: How can managers diffuse behavior in organizational units so that the many promising benefits of OL may materialize? Pursuant to this question, our research uses innovation diffusion theory to develop a methodology managers can use to guide the adoption of OL behavior in the firm.Building a 'learning organization' is considered an ongoing challenge in organizational development (Kiernan 1993). This is the first attempt to articulate a theoretically driven guide managers can use to diffuse OL behavior into the firm. It is our intention to provide a framework that will facilitate and possibly encourage organizational development efforts so that OL will diffuse more rapidly throughout modern organizations. Based on classical innovation diffusion theory pioneered by Everett Rogers (1983), we propose a two-phased OL diffusion approach. The first phase is initiation and includes two major stages: agenda-setting and matching. The second phase is implementation and involves three stages: restructuring, clarifying and routinizing. Thus, the approach uses two phases comprised of five steps. In describing our method, we illuminate salient issues managers may encounter during each of five prescribed stages for OL diffusion. There are at least two major contributions of the paper: (1) we contribute to Rogers' IDT theory by being the first to use it as a lens for viewing OL implementation and (2) we contribute to OL theory by providing a rare discussion of OL diffusion. Managers following this method can reduce the risks associated with the transformation to a learning organization and enhance ongoing learning effectiveness.Inf Syst Front (

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Towards the Learning Company

Cited by 174 publications

References 0 publications

Rethinking organisational learning in local government

Rethinking organisational learning in local government

Conceptual model for analysing management development in the hospitality industry: A UK perspective

Managing the diffusion of organizational learning behavior

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