The Learning Organization

Gordon Prestoungrange

2000 The Learning Organization

doi: 10.1108/09696470010352981

Argues that leadership in a learning organization is only accorded to those who situationally articulate its cultural beliefs. Normative attitudes are not a mainstay, yet the more abundant the learning potential the more scope there is for ambiguity which frequently militates against effective organization. In addressing this there is no scope for ruthless leadership because it drives away innovation, but in the inevitable demand for focus some learners surely suffer and the leader must merit propitiation for decisions engineered. The argument is illustrated from the author's own workplace role with a myriad innovative ideas which have blossomed.

Michael J. Marquardt

2000 The Learning Organization

doi: 10.1108/09696470010352990

To be successful in the new global environment, twenty-first century leaders must increase their ability to function in seven key roles, namely, as a systems thinker, change agent, innovator, servant, polychronic co-ordinator, teacher-mentor and visionary. Action learning has quickly emerged as one of the most effective and powerful tools in developing the necessary competencies and experiences to carry out these roles. In this article, the author describes how the elements of action learning (i.e. real problems, fellow leaders in the action learning team, a reflective inquiry process, commitment to action, and focusing on learning) contribute to the building of each of these critical leadership skills.

Ray Mahoney

2000 The Learning Organization

doi: 10.1108/09696470010378325

Considers the concept of the learning organisation and the role of leadership in creating an environment for such a thing to exist. It introduces the recipe used by the author for 20 years, to assist groups and individuals involved in "action learning". It does not offer any magical solutions to creating the perfect organisation, or for solving people problems, because the author believes we are dealing with the human condition which in his view is not perfect. He argues that leadership should exist at all levels in the organisation and that directors and senior managers have a major responsibility in encouraging this to happen. Finally, it offers some questions you may ask of yourself and colleagues when deciding if your organisation is a learning one with good leadership.

Judi Marshall

2000 The Learning Organization

doi: 10.1108/09696470010353007

Reflects on different qualities of mind that organizations can develop. Suggests that some previously muted ways of knowing - including more appreciation of interdependence, system patterns, contexts and emotions - are now being developed, expanding learning capacities. Argues that there are constraints on these developments because some changes are happening more in name than in practice, and because system resilience is maintaining preferences for control and action. Offers reformulated visions of leadership which might enhance organizational learning in the face of such restrictions; points to needs for congruence of approach and intention. Challenges traditional notions of leadership as hierarchical.

Steven A. Cavaleri; David S. Fearon

2000 The Learning Organization

doi: 10.1108/09696470010353016

Organizational learning is a process that is naturally indigenous to a broad spectrum of organizations, such as tribes and extended families. In the course of history, modern organizations have often evolved in a direction that emphasizes the machine-like qualities of organizations and diminishes the importance of natural processes. While the importance of organizational learning for innovation and competitiveness is widely acknowledged, it often becomes relegated to being a cumbersome adjunct to existing mechanical processes, rather than serving as an integral element of an organization's core processes. In this article, we propose that project management structures provide a natural home for organizational learning. A model is developed that explains how organizations can benefit from the potential synergies that result when organizational learning and project management become integrated together.