Learning Organizations

Asserts and explores the claim that further headway in substantive wide-scale learning organization development is seriously jeopardised unless individual organizations objectively measure their progress. In part 1 a new evaluative standpoint grounded in``New Science'' is suggested, and foundations for two non-traditional discriminant approaches based on this standpoint are discussed. The potential to link such assessments to business performance is evaluated. In part 2, applications of these two approaches in organizational settings are reviewed.

Purpose–The purpose of this paper is to survey the various measurement instruments of the learning organization on offer, leading to the adoption of a tool that was considered most suitable for gauging progress towards the learning organization in two sectors of the Lebanese economy, namely banking and information technology (IT). Design/methodology/approach–The paper capitalized on a literature review to identify the various measurement instruments on offer in the context of learning organizations.

Purpose -The purpose of this study is to demonstrate a relationship between learning organisation theory and the potential to retain knowledge workers. It emphasises that human resource (HR) managers must recognise specific relationships between learning organisation elements, job satisfaction facets and turnover intent as they emerge for their knowledge workers. Design/methodology/approach -A survey was undertaken sampling knowledge workers in the information technology (IT) industry. Measured on a Likert scale, the instrument was designed to explore the impact of learning organisation disciplines upon job satisfaction and the importance of job satisfaction in determining turnover intent. Findings -Analysis of the survey showed evidence of a relationship between learning organisation disciplines and turnover intent. All the learning organisation disciplines discussed in the paper correlated to at least one of the six job satisfaction dimensions, of which reward and challenge exerted the most significant influence upon turnover intent. Practical implications -The results suggest that three initial strategies should be implemented by HR managers in order to reduce possible staff turnover. The strategies identified are first, linking shared vision, challenge and systems thinking together via personal mastery; second, being more critical of which mental models are developed and shared within the organisation; and finally, developing team learning systems throughout the organisation. Originality/value -This study emphasises that HR managers should recognise specific career needs for their knowledge workers and that adopting appropriate strategies will increase retention. key attributes from employees' daily activities , this paper defines the knowledge worker as: "any employee possessing specialist knowledge or know-how who is involved in consultancy based on their specialist knowledge or know-how, or research and development work for new products, services or processes". They use their knowledge and know-how to "gather, analyse, add value and communicate information to empower decision making" . Consequently, a knowledge worker's usefulness to the organisation is situated in his/her ability (and willingness) to utilise, share and synthesise existing knowledge to create new ideas. As such the aim of learning organisation (LO) models is to harness knowledge gained via individual and organisational learning in order to enable transformational rather than incremental change .

Draws together theorizing in learning, organization and management studies in order to consider the nature of the problems by which the practice of knowledge management is animated. Though in places propositional, the points being made remain deliberately suggestive insofar as they invoke a wide-ranging past to consider what might be probable futures. The conclusion invokes a return to the past, in suggesting that the potential for knowledge management lies with its returning to a time when theorizing was grounded in what we now choose to ignore, namely managers' experiences and practices as they use their imagination in wealth-creating activity.

A brief study of learning organizations, its structures and what defines it. This presentation looks at Maxis, a telecommunications operator in Malaysia and presents the arguments that Maxis applies the learning organization structure.

This was a group effort by myself, Aishah Salamat, Syahrifendi Shukor and Azi Razak. It was done as part of our Organizational Management class (BMOM 5203)

Over the decades there has been a paradigm shift in school design and operations. Schools have been transformed static, authoritarian systems to dynamic learning organisations. A new tenet in the education world is 21 st century learning organisations. This paper reviews the traditional schooling system in Nigeria and juxtaposes it with recent developments in advanced countries. It provides a framework for how schools in Nigeria can be transformed into 21 st century learning organizations.

Purpose -The present study sets out to propose and validate a measurement scale that aims to capture the organisational capability to learn, based on a comprehensive analysis of the facilitating factors for learning. The organisational learning capability scale consists of 14 items grouped into five dimensions: experimentation, risk taking, interaction with the external environment, dialogue, and participative decision making. Design/methodology/approach -Data were collected from eight Spanish ceramic tile manufacturers. The survey was addressed to shop floor workers. A total of 157 valid questionnaires were obtained, representing a response rate of 61 per cent. Using confirmatory factor analysis, the construct measurement model was tested and the scale was validated. Findings -The results of the study indicate that the operational measure developed here satisfies the criteria for unidimensionality, reliability, and validity. Research limitations/implications -Because of the sample features, final results should be considered with caution. Further research is needed to validate the organisational learning capability scale in other contexts and addressed to other kinds of respondents. However, this study contributes to organisational learning research by providing a valid and reliable operational measure that is expected to help researchers in future theory testing. Practical implications -The proposed measurement scale for organisational learning capability could be implemented as an audit tool. Thus, managers could unveil which organisational learning issues are strong and which are weak. This would provide guidance for improvement. Originality/value -This paper provides a new measurement instrument for organisational learning capability.

Abstract Mental models which is figured by Senge in his book “The Fifth Discipline” published in 1990 was mentioned as a proper way of thinking for the learning organizations in every step of the management. In this study the generation of mental model configuration process is deeply defined and dimensions of the model is explained. The relation between Argyris’ left column, facing with reality and learning organization has been stated in this study and the variables of these theories and their connections within organizations increased the quality of forming mental models as a result.

Purpose -"What kinds of internships are possible?" "How should we decide whether to utilize internships, and if so, how can we ensure they will pay off?" The purpose of this paper is to help answer these key questions facing talent management professionals, educators, and interns. Design/methodology/approach -This is achieved by reviewing the scattered literature to distill the lessons regarding internships for each of these stakeholders. First, the paper better defines internships through enumerating 11 key dimensions, helping give all internship stakeholders a common language to clarify communication. Second, the paper synthesizes and lists the potential benefits and costs/pitfalls of internships for interns, schools, and employers to provide a fuller view of internships from all stakeholder perspectives. Third, the paper summarizes recommendations to help stakeholders maximize the actual benefits obtained from internships while minimizing the costs and avoiding common pitfalls. Findings -Many benefits for interns have been identified in the literature. These can be categorized as job-related benefits, career-related benefits, and networking/job market benefits. For most interns, the costs of the internship are minimal. Nevertheless, potential pitfalls stem from the fact that employers and interns often do not have consistent or shared expectations regarding the internship. The benefits of internships for schools can be significant. These include filling an important modern need for experiential and vocational learning. For employers, hiring an intern for a full-time position after the assignment can lead to savings in the areas of recruitment and selection. Originality/value -The paper provides stakeholders with "one-stop shopping" for the best general advice about creating and growing successful internships.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

In organizations across the country, extraordinary changes are taking place in the business universe.  These changes go beyond an imbalance between supply and demand, or the advance of new technology.  They represent an adjustment to far reaching forces, including an evolution of the global work force that is unprecedented in history.
Transformational leadership holds great promise for advancing organizations, businesses and societies because it can cause extraordinary change, answer deeper issues and create new paradigms. Transformational leadership was introduced into leadership research as a new paradigm that pays more attention to initiating changes among followers and transforming followers' personal values and group and organizational cultures.
Keywords:  leadership, transformational, learning organization, emotional intelligence

Bu araştırmada, öğrenen örgüt oluşturmada okul müdürlerinin öğrenen liderlik rollerinin belirlenmesi amaçlanmıştır. Bu amaçla, öğrenen örgütün yapısı, işlevleri, özellikleri ve örgütsel öğrenme açıklanmış; öğrenen örgüt yaklaşımının eğitimdeki yansıması olan öğrenen okulun özellikleri ve öğrenen okulda müdürün öğrenen liderlik rolleri ayrıntılı olarak irdelenmiştir. Yerli ve yabancı alan yazın taranarak var olan durum olduğu gibi ortaya konmaya çalışıldığı için bu araştırma betimsel bir çalışmadır. Araştırmada ulaşılan bulgular öz olarak şunlardır: Öğrenen örgüt lideri, örgüt vizyonunu örgüt üyeleriyle birlikte belirler; yeniliklere açıktır, eleştirilerinde yapıcıdır ve her türlü eleştiriyi de önyargısız değerlendirir; sürekli öğrenmeye devam eder ve bu özelliğiyle model olur; sistem düşünüşüne sahiptir, eylemler arası ilişkileri görür, insanları suçlamaz sistemi sorumlu tutar. Okulun öğrenen örgüte dönüşmesinde ön koşullardan biri öğrenen okul kültürüdür. Günümüzde okuldan “öğreten okul”dan çok “öğrenen okul” rolü beklenmektedir. Öğrenen okul, öğretmenlere mesleki uygulamaları paylaşmak için gerekli zamanı sağlar; öğrencilerin öğrenmelerini ister, onlara bir şey öğretmeye çalışmaz. Öğrenen lider, öğrenmek isteyen işgörenlerine güven verir ve destek sağlar; öğrenen okulu başlatmanın anahtarıdır. Öğrenen okul hazır bir yapı değildir ve bir gecede ortaya çıkmaz; bir yönetim anlayışıdır ve aşama aşama geliştirilir. Öğrenen liderin yeni adı CLO (Chief Learning Officer: En Üst Öğrenici)’dur. Öğrenen lider vizyoner, değişim ajanı, eğitimsel lider, model alınan lider ve yönetici rollerine sahiptir. Uygulayıcılar için öneriler öz olarak şunlardır: Okul müdürleri, işgörenlerindeki gizil gücü ortaya çıkarmalı ve geliştirmeli; başarısızlıkları fırsat olarak algılamalı ve değerlendirmeli; okullarında bir öğrenme kültürü yaratmalıdırlar. Okul müdürleri, yeni düşünceleri teşvik etmeli risk almayı özendirmelidir. Araştırmacılar için öneriler öz olarak şunlardır: MEB, Milli Eğitim Müdürlükleri ve öğretmenlerin öğrenen örgüt oluşturmadaki rolleri araştırılabilir. Mevcut okul müdürlerinin öğrenen lider rolünü ne derece gerçekleştirebildikleri araştırılabilir.

Over the decades there has been a paradigm shift in school design and operations. Schools have been transformed static, authoritarian systems to dynamic learning organisations. A new tenet in the education world is 21 st century learning organisations. This paper reviews the traditional schooling system in Nigeria and juxtaposes it with recent developments in advanced countries. It provides a framework for how schools in Nigeria can be transformed into 21 st century learning organizations.

Purpose -The purpose of this paper is to analyze the relationship between emotional intelligence (EI) and job satisfaction, by taking into consideration organizational learning capability (OLC). Design/methodology/approach -Data were collected from eight Spanish ceramic tile manufacturers. The survey was addressed to shop floor workers, and 157 valid questionnaires were obtained, representing a response rate of 61 per cent. Confirmatory factor analysis was used to test this theoretical model. Findings -This paper proposes that OLC plays a significant role in determining the effects of EI on job satisfaction. Research limitations/implications -Owing to certain features of the sample and the use of measurement scales, the final results should be considered with caution. Further research in other contexts using qualitative methods is needed to validate these findings. The most important implication is that job satisfaction is affected by the correlation between individual EI and certain working conditions. Practical implications -When seeking to improve employee job satisfaction, practitioners should take into account the link between EI and OLC. Under certain conditions (OLC), emotionally intelligent people are more likely to be satisfied. Originality/value -This paper provides an empirical analysis of the relationship between EI, OLC and job satisfaction.

Purpose -The purpose of this study is to gain a better understanding of the factors that influence the innovative power of organisations. The concept of innovation and innovative power was examined by analysing the relationship between the construct of the learning organisation, knowledge organisation and innovative organisation, and has resulted in an innovation process model. This model consists of three processes: knowledge creation, innovation and learning to learn. The factors that might influence this cycle are: added value for stakeholders, leadership, climate, structure and strategic alignment. Design/methodology/approach -This is an exploratory study that was conducted at Océ Technologies in The Netherlands.The case study consisted of a qualitative and a quantitative stage and comprised a selection of two innovation projects separated in time. The purpose of the first phase was to collect information about the innovation spiral, through interviews with members of three divisions in each innovation process. After this, a survey was designed and sent to all employees and managers of the three divisions involved in the two innovation cases. Findings -On the basis of a data analysis, factors explaining variance in terms of innovation, learning and knowledge creation were identified. If innovation is discontinuous, the innovation spiral is not valid; if innovation has a strength in critical reflection on cases from the past to mould the future, the model has some explanatory power. Research limitations/implications -Using a survey technique to retrieve data from a current innovation experiment has a set of possible risks like maturation, forgetting, selection and a different context. Reflection and reconstruction, however, are the only possible means to achieve this. A case study does not guarantee generalisation of results. Originality/value -By studying the model and the factors that can influence them, organisations understand that it is necessary to integrate their initiatives in organisational learning, knowledge creation and innovation for the benefit of the organisation, to find a better way to adjust to discontinuous change and finally gain innovative power.

This paper examines how organizational learning capability affects product innovation performance. We define organizational learning capability through five dimensions or mechanisms: experimentation, risk taking, interaction with the external environment, dialogue and participative decision making. The impact of these mechanisms on product innovation performance is also analyzed. We use structural equations modeling to test our research hypotheses on a data set from the ceramic tile industry. Results support our conceptual model and underline the importance that learning has for innovation performance. Implications of the findings for both academics and practitioners are examined. r

Purpose -Guiding principles are knowledge structures that call to mind collective narratives with emotional content, and are articulated and used heuristically to guide decision making in organizations. The purpose of this paper is to explore how: guiding principles become integrated in management teams through discursive processes of social learning, and how process techniques from the realm of organizational learning can be used to facilitate the development of guiding principles. Design/methodology/approach -Develops theoretical findings drawing from the organizational learning literature, and explores these findings through use of a two-part illustrative case study of guiding principles development in a European telecommunications firm. Findings -It was found that guiding principle development may be facilitated using process techniques similar to those proposed for integrating organizational learning, namely, a dialogue-intensive process involving stages of inquiry, divergence and convergence.

Purpose -This paper seeks to explore the effect of leadership style of a team leader on team-member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context. Design/methodology/approach -Qualitative research utilizing the case study method is used for empirical validation. Findings -The leadership style (transformational, transactional, or ambidextrous) adopted by the team leader has an operational effect on the development of learning as a strategic resource within the team, and the organization. Research limitations/implications -Case studies can be criticized for potential lack of rigour. However, we have used multiple cases following replication logic and triangulation to offset this. Further, cases by nature are generalizable to propositions only, not populations. Thus, a valuable springboard is provided for further quantitative investigations. Practical implications -The leadership style adopted by the team leader affects team cohesion, perceptions of learning, and learning-related performance within the team. The findings provide a rationale for greater emphasis on the role, behavior and leading style that are adopted by the leader in order to produce desired team-level outcomes. Originality/value -The paper provides much needed extension and empirical validation of the initial model of ambidextrous leadership. The results show that the leader does have an effect on the team, and also that the leader's leadership style is critical to team level learning and related performance. This is valuable knowledge for trainers, recruiters, teams and leaders.

The purposes of this research aim to find out the theoretical model of characteristics of learning organization and its impact on service quality in hospitals over Thailand as well as the goodness of fit of the theoretical model to the empirical data.

Introduction
This paper by Dr. Swee C.Goh discusses the learning organizations concept, and analyzes how much it’s essential for the organization development and sustainability. Identifying a bundle of managerial practices and organizational process that differentiate these learning companies. This paper also describes a set of managerial practices or strategic building blocks and the supporting foundations required to apply on learning organization.  In addition to the supportive organization design needed, and the required competencies of employees as key foundation building blocks of a learning organization

This paper is based on the E-World research programme focusing on international perspectives of entrepreneurship. In the first stage of this international research project, each country had to conduct focus groups in order to develop a preliminary list of traits and behavioural patterns of successful entrepreneurs. Focus groups combined with individual assessments were used for this task. The following features of successful entrepreneurs in Estonia in 2007 were pointed out most often by all categories of respondents: courage to take risks, openness to new information, flexibility, creativity and determination. Networking and acquiring capital, but also selecting the right team and following agreements were described as ways to success. The focus groups stressed some success factors that were seen as being more important for entrepreneurs operating in Estonia in 2007 than in the 1990s: broad world view, wide social network, innovativeness and creativity and lobbying within EU-related structures.

The purpose of this paper is to highlight the role of knowledge management (KM) as a critical factor for the business process reengineering (BPR) success. It supports the theory that the knowledge management can supply the dynamic necessary to stimulate successful reengineering and minimize the failure rate and its sources. Implementing KM strategy in reengineering projects will lead to better outcomes, building the support for long-term success into the design of business systems and processes.

Purpose -The paper aims to present a framework for a systems perspective for business schools to formulate strategy, assess performance and adapt to change resulting from performance, environmental and learning feedbacks. Design/methodology/approach -The paper focuses on the balanced scorecard as a means of measuring performance and modifying business school strategies over time.

Purpose – The purpose of this study is to investigate the role of organizational learning culture as an enabler of knowledge-sharing behaviours and workplace spirituality. A model is proposed to examine the mediating role of knowledge-sharing behaviours between organizational learning culture and workplace spirituality. Design/methodology/approach – Employees from various Thai industries participated in the study, and structural equation modelling was used to test hypothesized relationships. Findings – Results suggest a positive relationship between organizational learning culture and workplace spirituality, partially mediated by knowledge-sharing behaviours. Research limitations/implications – The study was limited to Thailand, and is a cross-sectional design. Further investigation into the causality of relationships and cultural disparities is needed. Practical implications – Friendly learning environments enable both knowledge sharing and change organization members’ views regard...

Purpose – Guiding principles are knowledge structures that call to mind collective narratives with emotional content, and are articulated and used heuristically to guide decision making in organizations. The purpose of this paper is to explore how: guiding principles become integrated in management teams through discursive processes of social learning, and how process techniques from the realm of organizational learning

This paper presents a research project in progress aiming at accelerating and making more profound the
learning in organizations. The concepts of learning organization is revised and a learning architecture based
on Alexander's patterns is proposed. Some aspects of the context and methodology used are also mentioned.

El avance de las tecnologías de la información y la comunicación, y su incidencia en el mundo organizacional son innegables.
Las organizaciones se han adaptado a las lógicas de interacción, conectividad y acción que estas tecnologías
ofrecen. La empresa normal, de administración tradicional, cede terreno a organizaciones con estructuras flexibles,
estrategias construidas sobre intangibles que generan valor y culturas que permitan la interacción del colectivo para la
gestión del conocimiento. No obstante, la observación y el análisis de esta relación en algunas grandes empresas de la
ciudad de Medellín permite determinar que los avances en las tecnologías de la información y la comunicación, como
soporte a procesos de gestión del conocimiento, se implementan en estructuras rígidas y piramidales, por fuera de las
estrategias y políticas de la organización, y bajo esquemas culturales construidos desde la estandarización, la medición
y el control. Surge así, la reflexión en torno a la dificultad implícita de asimilar a la gestión administrativa (estrategia,
estructura y cultura), estas tecnologías y proyectos de gestión del conocimiento en las organizaciones. En este sentido,
este análisis reflexivo surge de la evaluación del impacto de la implementación de proyectos de gestión del conocimiento
en algunas empresas en Antioquia, proyectos soportados en tecnologías de la información y la comunicación.

The aim of this study was to clarify the concept of organizational forgetting by reviewing the related literature. First, the study will focus on the concept of forgetting in general. Then, the related concepts will be clarified and the concept of organizational forgetting will be explained. Future directions that researchers in this field may focus on will be stated and finally, the conclusions of the study will be made. This and similar studies are of importance since the concept of organizational forgetting has been eclipsed by the more popular concept of organizational learning.

This research was funded by, and implemented within, a UK national research organisation, while the author was the KE and Impact Evaluation Manager responsible for assessing impact on a £15m UK government-funded research programme.

This work was also submitted as the authors MBA dissertation which was accepted and awarded in 2009.

ABSTRACT: A methodology and methods ‘toolbox’ is proposed for conducting impact research and assessment from within research programmes. The emphasis is upon how to clarify and assess the wider impacts from the early stages onwards.

The approach explicitly acknowledges, and attempts to address, the known issues and challenges of impact assessment while drawing upon the resources and opportunities available to research managers and researchers within such programmes.

The study has two triangulating foundations. Firstly, it examines the academic literature to help identify and design the pilot methodology and methods. Secondly it trials these in a real programme to both test and improve them.

The study was conducted over one year within one leading UK research organisation, where two research programmes (and around 60 research projects of £15m total value) were being assessed for their impacts. The study draws upon actual impact management experience and reflection, prospective (ex ante) and retrospective (ex post) assessments, participatory contributions from leading researchers undergoing assessment, and consultation with external users. The findings of this study outline the pilot and its first iteration. Recommendations are made for improvement to the methodology and methods.

A subsequent follow-on bid to UK government incorporating the impacts identified from implementing this methodology, successfully led to a further £15m of government funding.

It is expected the pilot methodology and methods will be applicable to other organisations, conducting and funding such research programmes, required to research and assess the wider research impacts.

Although primary focus of implemetation trials was upon research in physical sciences, technology, high-tech engineering, computing/IT, and environment, the wider literature study, the methodology design and justification, the methods proposed and used, and the resulting general recommendations and lessons are expected to apply more broadly to many other research areas, where the impact is to be found more widely in the society, economy, government or public sector or within organizations, policies, professions or the public.

Interest in this work is expected from research programme managers, impact managers and assessors, management consultants advising in this area, and government funding managers, all seeking to embed a developing approach to understand, capture, and enhance wider impact.

Why do successful organizations often move in new directions and then fail? We propose that this pattern is especially likely among organizations that have survived a history of competition. Such experience adapts organizations to their environment, through so-called "Red Queen" evolution, but being well-adapted for one context makes moving into new contexts more hazardous. Meanwhile, managers in such organizations infer from their histories of competitive success a biased assessment of their organization's dynamic capabilities. Consequently, although surviving competition makes organizational change especially hazardous, managers in surviving organizations are especially inclined to such initiatives. We develop these ideas in an empirically testable model, and find supportive evidence in estimates of the model using data from the history of the U.S. computer industry.

Managers' real life experiences will need to be supported by new learning tools, as external environments and internal dynamics of organizations become more complex. This need for simulated managerial expenence has come from a trend towards fewer hierarchical levels m organizauons. Managerial competency that was once achieved by progressing through the many layers needs to be obtamed through other means. This article shows how management flight simulators can enhance learning by allowing managers to compress time and space, expenment with vanous strategies, and learn from simulated deployments by reflecting on the outcomes. We focus on three aspects of the use of such simulators 1 1 the design of a genenc learning process-learning laboratones-to address service quality management issues in a variety of industrial settings; 2) how dimensions of this leammg can be operaaonalized and measured; and 3) an expenmental study that shows the transfer aspect of leammg and how different learning strategies affect the way in which participants transfer leammg across domains.

The main purpose of this study was to review the relationship between
knowledge management and learning organization in a theoretical framework. For this aim, the current and comprehensive literature review were scrutinized.With the light of literature, we also tried to answer the question of what is the connection between them and which one is dependent on others.

The role of national professional qualifications and recognition of non-formal education and training in a chosen institution On complementation of the project concerning the status of contract coworkers, the public institute of RTV Slovenia encountered a difficulty, because many coworkers could not get an employment. The main reason for this was their insufficient formal education. A certain degree of formal education is crucial for a particular working place as well as for the conclusion of an employment relationship. Introduction of a professional qualification, which individuals could formally confirm their non-formal education with, has also given them a chance to get suitable working places. We have to emphasize that National Vocational Qualifications (NVQ) represents a new process that is still being developed and adjusted to the needs of the labour market, that is why in our institute we encountered a difficulty. We did a quality research based on questions given to different individuals. The main difficulties concerned different titles between working places and NVQ, the lack of a suitable NVQ, which is crucial for the institute, ambitious qualification standards of NVQ, the rigidity of entering conditions and after all also the recognition of NVQ as an alternative education. The reasons for this are hidden in the systematization of working places, because it was prepared before the start of NVQ activities. Consequently, as an alternative education NVQ in the public institute represents one of crucial conditions needed for concluding a working relationship, but unfortunately it has been accidently omitted. Because of this reason we wanted to find out how the difficulties we have already mentioned decide on the outcome of NVQs procedure. Furthermore, we also tried to find out what the views of our interviewees were like when talking about formal and non-formal knowledge (education). At the same time, we wanted to highlight the advantages offered to individuals and employers by NPK. Key words: management of human capital, management of education organizational culture, organizational learning/studying, motivation, national vocational qualification. Povzetek Prispevek prikazuje študijo primera javnega zavoda RTV Slovenija, ki se osredotoča na pridobivanje nacionalne poklicne kvalifikacije (NPK) znotraj zavoda. V okviru kvalitativne raziskave so bile izluščene težave, kot so različna poimenovanja med delovnim mestom in NPK, pomanjkanje ustreznih NPK, ki so ključnega pomena za zavod, preširoko zastavljeni poklicni standardi NPK, togost vstopnih pogojev ter nenazadnje priznavanje NPK kot alternativne izobrazbe. Ugotovljeno je bilo, da NPK v svoji celovitosti povezuje različne deležnike, ki so povezani v nek ciklični krog soodvisnosti. Posamezniku, ki se odloči za potrjevanje svojih neformalnih znanj, ponuja NPK možnost vstopanja v delovna razmerja kjer določena izobrazba predstavlja pogoj za zaposlitev ali pa napredovanje na delovnem mestu. Organizacija na tak način ureja delovnopravna vprašanja ter zmanjšuje prekarno delo. Razhajanja v poimenovanju med delovnim mesom in NPK ne vplivajo na negativen izid. Poklicni standardi v postopku določajo pozitiven rezultat. Glede na to, da formalna izobrazba v javnem sektorju predstavlja pogoj za zaposlitev, je v zaključku podan predlog, da se v delovno mesto vnese NPK kot alternativna izobrazba. Ponujene rešitve predstavljene v prispevku so lahko v pomoč vsem podjetjem, ki želijo s pomočjo NPK zmanjšati prekarno delo. Ključne besede: management človeškega kapitala, management znanja, organizacijska kultura, organizacijsko učenje, motivacija, nacionalna poklicna kvalifikacija.

El tema de las “organizaciones que aprenden” es uno de los que más atención ha recibido en la literatura organizacional de los últimos tiempos. Siendo el capital intelectual un factor estratégico para el desarrollo de las organizaciones, resulta necesario entender cómo la experiencia de las personas se transforma en aprendizaje organizacional. La metodología de diseño como resolución de contradicciones resulta útil a estos efectos.

Over the years the “Learning Organization” theory has overcome the barriers of business
management, expanding to new fields such as the management of educational institutions.
Many researchers around the world assume that adapting the education model could liberate
schools’ creativity, formulating a continuous development in order to efficiently address the
challenges of today’s world. Such a transformation cannot be achieved as a standardized
reform effort, especially when major differences in schools’ operational level and
environment particularities are disregarded. The purpose of this study is to examine the
integration level of the “Learning Organization” transformation and the knowledge
performance by the Greek Academic and Vocational High Schools, through the perceptions
of teachers, controlling various demographic factors, utilizing the Dimensions of the
Learning Organization Questionnaire (DLOQ). Data collection was performed in Spring of
2019 and 121 high school teachers participated. It is noted that most of them were selected
through cluster sampling, although the low response rates forced the use of non-probabilistic
methods, such as convenience and snowball sampling. Data analysis indicated that Greek
High Schools have integrated the “Learning Organization” framework at a satisfactory level.
Respective integration is particularly strong with respect to Strategic Leadership, Systems
Connection and Empowerment, although small weaknesses revealed concerning Inquiry and
Dialogue, Embedded system and rewarding. Vocational High Schools surpass Academic in
Embedded System, Knowledge Performance and some sub-topics, while statistically
significant differences are identified among teachers with different sex, academic
qualification level and specialty, which are not distributed uniformly in each school type.

Today the criterion of innovation has become a paradigm for all institutions to maintain their success. Innovation is essential for service industry as well as production industry. It is the individual that is in the center of innovation, which can be defined as the difference between a good idea and a good product. The innovative work behavior of individuals is an area that needs to be scrutinized in terms of innovativeness. Because innovation directly effects the quality of life, it has a significant role in the health sector. In this perspective, this study aims to identify the innovativeness level of individuals working in health industry where innovation is of significance; to identify the differences of innovativeness levels between generations; and to identify the relationship between individuals’ perception of whether the institution they work have learning orientation and their level of innovativeness.
The data in this study, which specifically addresses health institutions with their increasing role in the information
society, were gathered from the three private hospitals in Black Sea Region in Turkey. 274 health professionals working in those three private hospitals and accepting to take part in the study formed the sample group of the study.
The results of the study show that there is a difference of innovative behavior scores between the participants coming from Generation X and Y. This difference indicates that Generation X is more innovative. Moreover, majority of the participants from Generation X are physicians. In this respect, it can be noted that in terms of innovative behavior the difference between physicians and other health professionals (professional difference) is more significant than the difference between generations.
Keywords: generation X and Y, individual innovativeness, organizational learning, health industry, Turkey