As the number of employee retirement grows, the enterprise inevitably faces the manpower change on a large scale. In order to reduce the cost of the knowledge inheritance from senior personnel to junior personnel to the minimum, it is necessary to evaluate the feasibility of establishing an educational mechanism based on ¡§organizational learning¡¨ and ¡§knowledge management¡¨, under which the junior personnel can learn effectively. Based on the experiences, methods as well as the implementation skills accumulated by the senior personnel in the long term, ¡§Knowledge Management¡¨ constitutes the mechanism of expertise acquisition, integration and accumulation by tutoring and practicing. With the mechanism, the knowledge inheritance is brought into full play and furthermore, develops new expertise unceasingly. By ¡§Organizational Learning¡¨, organization can acquire the persistent competitive advantage. Therefore, the research goal includes the following: 1. Comprehend the application of ¡§Knowledge Management¡¨ and ¡§Organizational Learning¡¨ on corporate organization and educational training. 2. Discover the possible latent problems in the existing operation mode adopted by TPC training unit. 3. Intend to establish an operation mode by setting up a corporate university based on ¡§Knowledge Management¡¨ and ¡§Organizational Learning¡¨. To improve the operational effectiveness of TPC training unit and to enhance knowledge transfer and talent development. Based on the material obtained from the comparison between the existing theory and the empirical information, results of this study draw conclusions as follow: 1. Corporate university operated by the mode of ¡§Organizational Learning¡¨ and ¡§Knowledge Management¡¨ can achieve enterprise goal. 2. Corporate university can build the learning-friendly environment that is favorable for constructing a learning organization. 3. Corporate university not only teaches expertise and workmanship but also organization culture. 4. Corporate university is the core factor and driving force of business continuity. Keywords¡GKnowledge¡BKnowledge Management¡BOrganizational Learning¡BLearning Organization¡BCorporate University

This study is according to the assumption of Systems dynamics approach to discuss the definitions of crisis management theory, and believes that there is not only crisis that happened naturally or simply created by human error, but also self-formed crisis by decision maker: Crisis comes from a decision which was right at that time. After complex interaction in the organization structure, this decision could turn into a serious crisis. If we can find out which decision would created crisis like that, or change the wrong structure, manager could put more effort on those crisis that could not be predict, and release the resource burden of management. The conclusions of this study are presented as follows: 1. This study divides crisis into two categories: Crisis that formed gradually and accident. The former could be solved by systematic view. 2. Form the history of studied case, we found that if decision maker didn¡¦t think about what side effect might have in the future, it could trigger some of reinforce loops and cause the crisis. And the reason of why they make the wrong decision is caused by the mental models of what could be right. 3. Each of the Fifth disciplines of learning organization could make the organizations more healthy, it could have chance to avoid all the troubles in this case study, and keep the decision makers and members of organization from making wrong decision according to their mental models.

The Fifth Discipline¡¨,written by Dr. Peter M Senge in 1990, offers the prevalent concept of learning organization. Since its release, the book has generated a great deal of enthusiastic responses and much popular support from academic circles and authorities in other related areas of activity, in which people with practical experience regard the concept of learning organization as the source of enterprising competitive advantages. This research takes financial services industry of the automobile as an example, probe into the influence that learning organization characteristics brings in this industry, and combine several theory, with the factor that its influences, the view from the enterprise activity (information-collected ), organizational innovation and organizational performance to make deep analysis of the financial services industry of the automobile. The purposes of the research are as follows:To examine material resource of both learning organization characteristics and organizational innovation. The integration of learning organization characteristics and organizational innovation is a concept that impacts the organizational performance. By applying the concept, a newly developed theoretical structure among learning organization Characteristics, organizational innovation and organizational performance is formed.Probes into the learning organization characteristics in the financial services industry of the automobile to the influence of organizational innovation. Probes into the learning organization characteristics in the financial services industry of the automobile to the influence of organizational performance. Probes into the organizational innovation in the financial services industry of the automobile to the influence of organizational performance The sample of this study has 203 analyse samples effectively in the financial services industry of the automobile.Many quantitative methods, including principal component analysis,confirmatory factor analysis,Pearson correlation,Cronbach¡¦s £\ and LISREL analysis, and used to test the hypothesis of this research. The main findings of this research are as follows: There was significant and direct relationship between learning organization characteristics and organizational innovation. There was significant and direct relationship between organizational innovation and organizational performance.The learning organization characteristics would indirectly affect the organizational performance through the intermediate function of organizational innovation.The learning organization characteristics should have a result of synergy via the way of organizational innovation.

Relevance of the subject. A learning organization is one of learning society cells, therefore the diagnostics of learning organization features expression in organizations is of different a types (including development institution) is an important factor while developing concrete organization towards learning organization model and influencing creation and development processes of the learning society. It is obvious that in such organizations heads take the main role. In the contemporary learning society attitude to head is changing cardinally, as the leaders of theses organizations should be obvious team leaders, taking a decisive role, ensuring work efficiency of all organization; and new attitude to leadership in educational institutions is based on more subtle and more important tasks. Applying leadership as one of the most efficient leadership ways, organization becomes more harmonious, inter-relationships are created among the workers, which encourages improving of learning. Consequently, in this context a scientific problem raises: what are heads-leader’s expression opportunities in contemporary school, as a learning organization? The object of the work: leader’s expression opportunities in contemporary learning organization. The aim of work: to analyze and evaluate leaders’ expression opportunities in contemporary organization. The objectives: 1. To ground theoretically heads-leaders’ expression opportunities in contemporary learning organization. 2. To research... [to full text]

Šiuo darbu buvo siekiama atskleisti personalo mokymo(si) įtaką besimokančios organizacijos kūrimui(si). Darbas aktualus tuo, kad vieningo besimokančios organizacijos apibūdinimo nėra, o skirtingi autoriai pateikia skirtingas sampratas apie besimokančias organizacijas. Šiame darbe taip pat atskleidžiamos besimokančios organizacijos kūrimosi sampratos ir raida, aptarti pagrindiniai besimokančios organizacijos bruožai ir prielaidos išryškinant darbuotojų veiklos efektyvumą lemiančius veiksnius bei mokymo(si) ir lojalumo sąsajas. Besimokančios organizacijos supranta naujovių svarbą, nuolat atsinaujina, stebi aplinką, įdarbina asmenis nusiteikusius išmokti naujų darbo metodų, įgyti naujų įgūdžių, sudaro galimybę darbuotojams adaptuotis ir keistis, skatina žinių troškimą, smalsumą, kiekvienam padeda rasti ir išnaudoti mokymosi galimybes, kuria mokymosi rėmimo sistemas, organizacijos vadovus traktuoja kaip pavaldinių tobulėjimo skatintojus, pripažįsta ir vertina tuos vadovus, kurie rūpinasi savo pavaldinių tobulėjimu, mokosi iš sėkmių ir nesėkmių, bendram mokymuisi vienija tiekėjus ir vartotojus, šalina mokymosi kliūtis, užtikrina mokymąsi visose organizacijos grandyse. Autoriaus pagrindinis tikslas buvo atskleisti įvairių organizacijų narių nuomonę apie besimokančią organizaciją ir jos kūrimo(si) prielaidas. Pagrindiniai šio darbui iškelti uždaviniai buvo besimokančios organizacijos sampratos atskleidimas, pagrindinių besimokančios organizacijos bruožų įvardinimas, darbuotojų... [toliau žr. visą tekstą] / The main aim of this thesis is to investigate the influence of personal learning to a development of a learning organization. The relevance of thesis lays in fact that there is no definition of learning organization and different authors have different conceptions. So there are different conseptions which are identified in this paper as well as development of learning organizations. Also, the main features of such organizations and their main factors relationship to loyalty are explained. Learning organizations are those who understand the importange of knowledge and innovations, are able change their attitude to environment, they also employ people who are able to learn new methods at work and who value adaptation of new skills and abilities. Such organizations try to make opportunities their emploees to change, learn, they encourage curiousity for knowledge and help everyone to find opportunities best fitting their competences. They create and develop systems of learning and career management and have an approach that managers are ones who stimulate learning process first. Such organizations value managers who take care of professional development of their employees and also learn not only from successful situations, but also for loses and problems. Learning organizations also unite not only employers and employees, but also suppliers and customers and they also try to eliminate possible damages making the process of learning possible for eveyone, from a lower skilled... [to full text]

This organizational leadership thesis explored how becoming a learning organization could support Servus Credit Union's increased focus on sales to enhance the customer experience and adhered to the Royal Roads University Research Ethics Policy. An appreciative stance was applied within an action research methodology to enhance the understanding of what is involved in being a learning organization. Four interviews were conducted with external participants to learn from their experiences with learning organizations. An internal focus group was then conducted with Servus Credit Union District and Regional Managers to further explore what would be required to create an exceptional customer experience and to continuously improve. The following recommendations emerged from the research: involve employees in revitalizing the vision, mission, and values; integrate the vision, mission, and values into the performance management process; formalize a leadership development program; establish a cross-functional innovation team; and engage customers to understand their needs.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

Based on Coopey's critical review of the terms 'Utopian sunshine' and 'Foucauldian gloom' with regard to the earning 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.

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