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As organizations strive to become more flexible and adaptable to a rapidly changing environment, they are developing flatter structures composed of networks of task-focused teams. The resultant horizontal, cross-functional processes shift the flow of information and human interaction from vertical superior-subordinate to peer-to-peer relationships. These networked organizations further require that coworkers, as colleagues across the organization, develop the ability to continually learn together. Based on an application of the classroom as organization model, this article presents an approach that can assist students in developing the type of skills that will prepare them for these changes.

Based on Coopey's critical review of the terms 'Utopian sunshine' and 'Foucauldian gloom' with regard to the learning organization (Coopey, 1998), this article explores the learning organization from two opposing perspectives. While researchers agree that the learning organization concept is an important one for organization science, two seemingly irreconcilable research communities are arguing about whether the learning organization is a dream or a nightmare for its members, particularly with regard to three critical dimensions: control, ideology and potentially painful employee experiences. The purpose of this article is to review and critically examine both the optimistic view of the learning organization as positive ideal and the more critical view of the learning organization as negative ideology. Based on this examination, the article aims to synthesize a new middle-ground perspective on the learning organization, referred to as the 'fluorescent light' view, incorporating elements from both optimistic and critical views in hopes of generating a dialog between them that will provide new research questions on control, ideology and potential pain in learning organizations.

The title is partly borrowed from David (P. G.) Herbst's 1993a: A Learning Organization in Practice. Herbst's text has an empirical basis in a matrix, ship organization, while this article stems from a project in a public care, 24–7 continuous work similar to the ship organization. An interactive research process, combining focus groups, interviews, participation in meetings and seminars supported this process. The purpose here is not to report the research process itself, but to combine concepts, some from the Industrial Democracy tradition, and use them as an analytical tool to clarify how, under certain circumstances, the introduction of a new service was implemented in a jointly developed, interdisciplinary process of employees.

Organizational learning can be described as a transfer of individuals' cognitive mental models to shared mental models. Employees seeking the same colleagues for advice are structurally equivalent, and the aim of the paper is to study if the concept can act as a way to organizational learning. It is argued that the mimicking of colleagues' advice seeking structures will induce structural equivalence and transfer the accuracy of individuals' cognitive mental models to shared mental models. Taking a dyadic level of analysis the authors revisit a classical case and present novel data analyses. The empirical results indicate that the mimicking of advice seeking structures can alter cognitive accuracy. The paper also discusses the findings' implications for organization learning theory and practice.

States that today, the corporate environment is characterized by complexity, uncertainty, contingency and evolution. In these conditions, the design of a learning organization should be based upon Einstein's conception of time, which represents a dramatic shift from our traditional organizations built upon Newton's time. In this research, the author defined nine temporal dimensions of organizational culture (for instance schedules and deadlines) which could be managed in order to facilitate change and learning and examined them in relation to individuals' polychronic behavior, a temporal orientation. Polychronic people do many things at once and experience time as a relatively intangible phenomenon that emerges from specific events. This empirical investigation shows that polychronic time use is related to several dimensions of temporal culture. These results can be used to make the development of learning organizations more effective, particularly when applied to human resource activities and programs.

The title is partly borrowed from David (P. G.) Herbst's 1974 (a): A Learning Organisation in Practice. Herbst's text has an empirical basis in a matrix, ship organization, while this article stems from a project in a public care, 24–7 continuous work similar to the ship organization. An interactive research process, combining focus groups, interviews, participation in meetings and seminars supported this process. The purpose here is not to report the research process itself, but to combine concepts, some from the Industrial Democracy tradition, and use them as an analytical tool to clarify how, under certain circumstances, the introduction of a new service was implemented in a jointly developed, interdisciplinary process of employees. ; publishedVersion

Penelitian ini bertujuan untuk memotret dan menganalisis penerapan learning organizational untuk meningkatkan kualitas sumberdaya manusia di lingkungan Telkom Corporate University. Jenis penelitian yang digunakan oleh penulis dalam penelitian ini adalah deskriktif kualitatif, yaitu untuk memberikan gambaran mengenai penerapan learning organization yang terjadi secara obyektif yang diteliti melalui pengumpulan data. Sedangkan tipe penelitian yang digunakan adalah tipe fenomenalogi yaitu melakukan pengamatan dengan maksud melihat sistem atau proses penerapan Learning Organization di Telkom Corporate University. Adapun alat ukur yang digunakan adalah model learning organziational menurut Peter Senge (1990). Ia menjelaskan tentang faktor-faktor organisasi pembelajaran yang terdiri dari lima faktor, yaitu : keahlian pribadi, mental model, visi bersama, tim pembelajaran, sistem pemikiran sebagia model untuk mengantisipasi perubahan lingkungan eksternal meliputi politik, ekonomi, hukum, sosial dan teknologi serta persaingan yang sangat cepat dan kompetitif, sehingga perusahaan yang memiliki kapabilitas yang kuat akan mampu bersaing dan unggul dari pesaing agar kelangsungan hidup organisasi tetap terjaga.

In den letzten Jahren werden immer häufiger zwei Konzepte in der Organisations- und Managementtheorie diskutiert: die lernende Organisation und das Wissensmanagement. Hintergrund dieser Debatte ist die Entmaterialisierung der Wertschöpfung. Der größte Anteil der Wertschöpfung vieler Produkte wird nicht mehr durch Maschinen und Gebäude, sondern durch Wissen erzeugt. Die Interaktion wird in einer neuen Verschränkung mit der Arbeit erst jetzt zur eigenständigen Produktivkraft. In diesem Beitrag erörtert der Autor verschiedene wissenschaftliche Beiträge zum Thema Lernende Organisation und Wissensmanagement. Er diskutiert die einzelnen Theorien des Wissensmanagements bzw. der lernenden Organisation unter den funktionalen Prämisse, dass sie die Bedingungen der Generierung und Durchsetzung neuen Wissens erklärt müssen und dass sie ebenso die Bedingungen der Speicherung und Zugänglichkeit von neuem Wissen benennen sollten. (JA)