We investigated a facility relocation problem for the mid-Atlantic region of the American Red Cross (ARC) in Norfolk, Virginia. The ARC was concerned with the feasibility and effect of a proposed facility relocation on its blood collection and distribution. We developed optimization models to provide insights into its current scheduling of blood collections and distributions as well as the changes imposed by this proposed relocation. As a result of our analysis and recommendations, ARC decided to postpone its facility relocation and to optimize the operations of its existing facilities.

Determine the possible range for each parameter.The difficulty with this one-variable-at-a-time approach is that patience and money are likely to run out before the list of parameters is completed. Furthermore, parameter interaction sensitivities cannot be identified using a one-variable-at-a-time approach (Gunter 1990). Consider the situation with ten parameters, each of which is tested for a high, a medium, and a low

Establishes our perspective for shared organizational learning processes, cycles, and systems. These learning phenomena are usually tacit, i.e. the organization is only dimly aware of them. These tacit phenomena drive both decision and action and, because they are tacit, they are self-organizing and are normally not analysed. In order to develop effective learning systems, the organization must explicitly articulate and design these learning processes, cycles, and systems. The "learning unit" is introduced as the essential element where learning development must focus for improved organizational performance. Begins to develop the implications of this perspective for organization theory, organizational practice, and the art of management. Organizational learning can drive organizational transformation if these phenomena are properly planned, designed, and facilitated.

Explains a process the authors have enacted several times for facilitating organizational self-reflection, which they call "reflective inquiry". Shows how the process is based on the authors' current understanding of the concept referred to as organizational learning. Finally, advocates future participatory action research whereby organizational learning theory is tested and modified through the design, enactment and observation of further processes; these processes, in turn, should be designed based on current understandings of organizational learning.

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