Regenerating the learning organisation: towards an alternative paradigm

Pedler, Mike; Hsu, Shih-wei

doi:10.1108/tlo-08-2018-0140

Cited by 29 publications

(35 citation statements)

References 52 publications

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“…What is now needed is a test of the model, and empirical evidence from various sectors. As for the future research agenda, we build on the argument of Pedler and Hsu (2019) that the ideas about the Learning Organization (LO) and Organisational Learning (OL) have not achieved what was hoped for. After various antecedents, the LO appeared some 30 years ago, and although it remains alive as an idea, it has come to serve narrower rather than broader aims.…”

Section: Resultsmentioning

confidence: 99%

The learning-driven organization: toward an integrative model for organizational learning

Garad¹,

Gold

2019

ICT

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Purpose The purpose of this paper is to propose a model for organizational learning (OL) that can help organizations to transform into a learning-driven organization (LDO); a model that considers the whole ecosystem, its subsystems and considers the importance of technology, digitalization and dataism. The authors seek to answer key questions, specifically, first, what makes an organization learning-driven? and, second, how the learning ecosystem works organization-wide? Design/methodology/approach This paper draws on prior research conducted by the authors in the hospitality sector. Insights were gleaned from both theoretical perspectives and qualitative data drawn from a number of empirical studies. This paper focuses on critically reviewing the literature on OL, and selected organizational development frameworks such as the European Foundation for quality management and investors in people. Findings The authors propose an ecosystem model that entails three subsystems for OL. At this stage, the authors propose a conceptual framework that will be tested in the following part two. Leaders in organizations need to re-design their organizations to incorporate learning at all levels, i.e. individuals, teams and organization-wide. Learning should be an overarching approach within and beyond the boundaries of the organizations; for organizations to learn effectively, learning should be strategized and institutionalized. Research limitations/implications This paper sheds light on the emerging trends in OL in light of the Industry 4.0 revolution with its phenomenal impact on humans and workplace; there is a dire need for research on human-machine balance, role and impact of machine learning and AI technologies. The authors call for setting up an updated agenda for learning and reconstructing learning into the corporate world; not only this but the future research should focus on reviewing and evaluating what did the authors learn about learning and how can the authors further learn, unlearn and re-learn. Practical implications The authors argue that organizations should look into learning as an enabler toward creativity and innovation, which should ultimately lead to excellence and fulfilling the needs of all stakeholders. Organizations should be consciously aware of their emerging intangible assists and proactively encourage their people toward more creativity. Learning can be institutionalized, and the organization transforms into a LDO. Social implications The authors propose an ecosystem model that entails three subsystems for OL. At this stage, the authors propose a conceptual framework that will be tested in the following part two. Leaders in organizations need to re-design their organizations to incorporate learning at all levels, i.e. individuals, teams and organization-wide. Learning should be an overarching approach within and beyond the boundaries of the organizations; for organizations to learn effectively, learning should be strategized and institutionalized. Originality/value The LDO model will help organizations to strategize learning. Strategic learning about understanding a global strategy and how each business unit in an organization contributes its best, most innovative thinking followed by actions that execute the strategic intent of the organization.

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Section: Resultsmentioning

confidence: 99%

The learning-driven organization: toward an integrative model for organizational learning

Garad¹,

Gold

2019

ICT

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“…However, 30 years is a long time and the world since then has changed, in the form of workforce generational differences (Woods, 2016), virtual teams (Cappelli and Keller, 2014) issues pertaining to sustainability and ethics (Pedler and Hsu, 2019) and domestic and global competition (Kalyar and Rafi, 2013). Thus, making it an appropriate moment to reflect on what has been discovered and investigated, to explore what needs to be modified and changed to make the learning model more holistic and current.…”

Section: Introductionmentioning

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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“…How to make a difference through organizational learning This special issue focuses on exploring the question of how to make a difference through organizational learning [1]. There are several approaches responding to this question, such as building innovation capacity by maintaining ambidexterity in organizational learning using bottom-up approach (Brix, 2019), learning through communication processes (Engström and Käkelä, 2019), enhancing organizational learning with software support systems (Fannoun and Kerins, 2019), creating organizational dynamic capabilities through knowing in practice established through microprocesses (Linden et al, 2019), developing a multi-level learning framework (Morland et al, 2019) and regenerating the learning organization (Pedler and Hsu, 2019).…”

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confidence: 99%

“…The second mission of TLO is to create theories or methods for creating theories. This special issue of TLO contains two articles that deal with this mission, one by Brix (2019) and the other by Pedler and Hsu (2019). The paper by Brix (2019), "Innovation capacity building: an approach to maintaining balance between exploration and exploitation in organizational learning," conceptualizes a framework to enhance innovation capabilities through individual and organizational capacity building.…”

mentioning

confidence: 99%

“…This framework offers a bottom-up approach to create contextually ambidextrous organizations where managers authorize employees to switch between exploration and exploitation activities. The paper by Pedler and Hsu (2019), "Regenerating the learning organization: towards an alternative paradigm," identifies two waves of literature concerning organizational learning and learning organization: one is shaped by the predominant understanding that all learning is good, and the other, which is more reflexive, challenges the predominant views and provides guiding principles from ancient wisdoms of Taoism and Buddhism to articulate an alternative paradigm of learning organization and organizational learning. The new paradigm emphasizes that human beings are integral parts of nature and environment; therefore, they should be mindful of their actions and potential outcomes.…”

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confidence: 99%

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Editorial

Nguyen

Huber

2019

TLO

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Making a difference through organizational learning Organizational learning: an ongoing journey Organizational learning theory has gained currency since the 1950s, thanks in part to the debate between economists and behaviorists (Schulz, 2002), when behaviorists such as March, Simon and Cyert, who were dissatisfied with the classic economics models of the firms, developed the behavioral theory of the firm (Cyert and March, 1963). Research on organizational learning has increased considerably since the late 1980s, evolving into a diverse literature with uneven development of different idea clusters (Schulz, 2002). Organizational learning becomes a meta-theory that is comprehensive (Berta et al., 2015) and yet also displays significant fragmentation and lack of integration (Schulz, 2002), which is because of the lack of consensus on what it means by the term (Crossan et al., 1999; Huber, 1991). However, organizational learning research provides a rich basis for theory building and has strategic implications for managers concerning development of appropriate organizational capabilities and competitive advantages, successful market performance and design of organizational structure and culture (Argote, 2013). The field of organizational learning is still growing, and there is now ample literature on the subject. We are pleased to add the papers in this special issue, "Making a difference through organizational learning" to this literature. In this editorial, we explain what we mean by making a difference through organizational learning and what has been suggested by papers in this special issue to make such differences occur.

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Regenerating the learning organisation: towards an alternative paradigm

Cited by 29 publications

References 52 publications

The learning-driven organization: toward an integrative model for organizational learning

The learning-driven organization: toward an integrative model for organizational learning

A learner-centric model of learning organizations

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