Book Description
Empower Your Business to Succeed by Learning
?How Organizations Learn gets to the practicalities and realities of organizational learning. This is not a fad; it's the outline of effectiveness for organzations of the future.?
?Parick Canavan, corporate vice president and director of global leadership & organization development, Motorola
In this essential volume, authors DiBella and Nevis outline exactly what it means to be a learning organization. And they offer sound advice on how to increase the learning capabilties of your own company. Here you will discover a powerful array of tools and techniques for leveraging your organization's unique learning style, as well as a productive framework that will help your company learn more fully and adapt more quickly in today's volatile marketplace. A practical fusion of theory, original research, and real-world methodology, How Organizations Learn is the most comprehensive work to date concerning this all-important competitive advantage.
Customer Reviews:
Change through learning.......2000-02-07
There are many books on the change process but few address the learning that must occur by those who are changed. DiBella and Nevis provide a tool for you to analyze the learning capability of your organization, as well as to help you identify those learning leverage points that need to be tweaked for the organization to achieve its goals.
An Organizational Learning Model That Makes Sense.......2000-01-21
In my quest to learn about organizational learning, I have probably read the majority of what has been written on this topic. I have found this book by Anthony DiBella and Edwin Nevis to be the most useful in providing insights to capacity development while building on some solid theoretical foundations.
The authors build on the work of giants in organizational development, but their approach is considerably more pragmatic, consistent with the movement of organizational theorists to link their work to practice. They describe the importance of involved leadership and provide examples of how that would look. They note the difficulty of linking specific outcomes to learning inputs, because of the time lags that exist. They note that "learning itself becomes transparent over time, and we fail to recognize what we have learned or accomplished" (DiBella & Nevis, 1998, p. 199). Another feature is the acknowledgment that leadership is not vested in a single individual but rather "is exhibited both vertically and horizontally throughout any organization" (p. 76), a view that is espoused by enlightened leadership writers and valued by employees around the world.
They present organizational learning as a learning cycle, consistent with the beliefs of other theorists and practitioners. By using the learning cycle as a foundation, the authors set up a model of organizational learning as a continuous process, similar to continuous quality improvement processes or the widely recognized experiential learning model of David Kolb.
The authors respond to an identified need for tools to measure organizational learning and offer a variety of methods by which organizations can be analyzed and improved. Their model is grounded in theory, but it offers tools for translating the theory into organizational practice.
In addition to providing a meaningful model, describing organizational learning styles, and identifying facilitating factors (those factors that could be changed to enhance organizational learning capacity), the authors offer practical advice on how to enhance the factors that contribute to more productive organizational learning.
The DiBella/Nevis model is the most concrete and complete of all of the organizational learning resources reviewed. Unlike most of the writings about organizational learning, there is a research base, a research tool, and guidance on planning organizational interventions.
Their model makes sense with what we understand about learning. It also makes sense with what we know about the way organizations work. And helping organizations learn makes sense for individuals and society.
Director of the Center for Learning, Northwestern Michigan College
In-depth, practical, best book on learning organizations!.......1999-09-09
I am an organization consultant and have found DiBella and Nevis's book very useful. For instance, they provide a practical framework for assessing learning in teams. This book lacks the usual faddish gibberish surrounding learning organizations. I believe this book is significant, particularly for trainers and consultants. I chose this book to review in-depth for Training Media Review magazine. Solid, useful conceptual presentation.
Customer Reviews:
Concise and Useful Approached to Teaching.......2005-02-09
How Students Learn: History, Mathematics, and Science in the Classroom by M. Suzanne Donovan, John D. Bransford (National Academies Press) This book has its roots in the report of the Committee on Developments in the Science of Learning, How People Learn: Brain, Mind, Experience and School (National Research Council, 1999, National Academy Press). That report presented an illuminating review of research in a variety of fields that has advanced understanding of human learning. The report also made an important attempt to draw from that body of knowledge implications for teaching. A follow-on study by a second committee explored what research and development would need to be done, and how it would need to be communicated, to be especially useful to teachers, principals, superinten¬dents, and policy makers: How People Learn: Bridging Research and Prac¬tice (National Research Council, 1999). These two individual reports were combined to produce an expanded edition of How People Learn (National Research Council, 2000). We refer to this volume as HPL.
In the present book, the goal is to take the HPL work to the next step: to provide examples of how the principles and findings on learning can be used to guide the teaching of a set of topics that commonly appear in the K-12 curriculum. As was the case in the original work (1999), the book focuses on three subject areas: history, mathematics, and science. Each area is treated at three levels: elementary, middle, and high school. Distinguished researchers who have extensive experience in teaching or in partnering with teachers were invited to contribute the chapters. The committee shaped the goals for the volume, and commented-sometimes extensively-on the draft chap¬ters as they were written and revised. The principles of HPL are embedded in each chapter, though there are differences from one chapter to the next in how explicitly they are discussed.
Taking this next step to elaborate the HPL principles in context poses a potential problem that we wish to address at the outset. The meaning and relevance of the principles for classroom teaching can be made clearer with specific examples. At the same time, however, many of the specifics of a particular example could be replaced with others that are also consistent with the HPL principles. In looking at a single example, it can be difficult to distinguish what is necessary to effective teaching from what is effective but easily replaced. With this in mind, it is critical that the teaching and learning examples in each chapter be seen as illustrative, not as blueprints for the "right" way to teach.
We can imagine, by analogy, that engineering students will better grasp the relationship between the laws of physics and the construction of effec¬tive supports for a bridge if they see some examples of well-designed bridges, accompanied by explanations for the choices of the critical design features. The challenging engineering task of crossing the entrance of the San Francisco Bay, for example, may bring the relationship between physical laws, physical constraints, and engineering solutions into clear and meaningful focus. But there are some design elements of the Golden Gate Bridge that could be replaced with others that serve the same end, and people may well differ on which among a set of good designs creates the most appealing bridge.
To say that the Golden Gate Bridge is a good example of a suspension bridge does not mean it is the only, or the best possible, design for a suspension bridge. If one has many successful suspension bridges to com¬pare, the design features that are required for success, and those that are replaceable, become more apparent. And the requirements that are uniform across contexts, and the requirements that change with context, are more easily revealed.
The chapters in this volume highlight different approaches to address¬ing the same fundamental principles of learning. It would be ideal to be able to provide two or more "HPL compatible" approaches to teaching the same topic (for example, the study of light in elementary school). However, we cannot provide that level of specific variability in this already lengthy vol¬ume. Nevertheless, we hope that common features across chapters, and the variation in approach among the chapters, are sufficient to provide instruc¬tive insights into the principles laid out in How People Learn.
Product Description
Learning the Business, One Story at a Time, is the quintessential book for becoming an expert in network marketing. Destined to become a network marketing classic, this book should be read by everyone on your team.
Book Description
Aerospace giant Rockwell Collins typified the old-fashioned corporate approach to organizational learning: lackluster offerings in bland classroom settings, with little connection to the needs of employees or the goals of the company. Enter Cliff Purington and Chris Butler, who in three years transformed Rockwell into a full-fledged learning organization. With a strategy-based and technology-driven learning approach, a 400 percent increase in offerings, 24/7 access for 17,000 worldwide employees, and cost savings of $23 million, Rockwell is lauded and emulated by organizations all over the world.
For this vital book, Purington and Butler have organized their revolutionary approach into 10 clear steps that can similarly transform any company. Readers will learn new ways to build relationships, define core learning objectives, present a solid business case, and implement programs and assess their value. Each step offers detailed processes to follow, and explains what worked (and what didn't), revealing the secrets behind Rockwell's stunning transformation.
Customer Reviews:
Leader's Guide To Transform An Enterprise For Learning .......2005-03-28
Purington & Butler do an outstanding job of providing a systematic approach to managing positive change in training & development. The book is full of very specific & useful recommendations to upgrade an organization's culture cost effectively and gain competitive advantage in its ability to learn quickly. It shares many examples of what worked well along with a few examples of flexibility with plans that needed to be changed. The only negative to the book ... and it is only a minor negative is that it sometimes repeated some of the examples. If you are in a training department, are in a position to influence or approve a training department's strategies or are selling & marketing to the training & development market ... this is a must read!!
The next "bible" for Training Professionals.......2003-05-01
Purington and Butler have succeeded by detailing how to implement the strategy they so clearly recommend in the book. The book sets forth in an orderly and easily understood manner the steps that will greatly improve any training department. If there is any one book that will pull it all together for the training professional, this is the one. A must read book.
Training Professionals Take Note.......2003-04-17
This book provides a step by step process to make any training department successful. The book is written in easy to understand language with detailed success strategy for creating the ideal learning organization. Most training books fail to inform the reader how to execute the strategy they are recommending. Purington and Butler have done a masterful job putting the detail in the puzzle. Outstanding and a must read book for all training professionals!
Customer Reviews:
THinking seriously of reading this one..........2004-02-11
I'm a homeschool mom with a very compliant, bright 7-yo who can sit and listen/do the traditional "story, memorize & regurgitate" method we all learned when I was young in Sunday School. She's a breeze to teach--no props, games, weird songs; whatever are necessary. Then, I was called on by the Lord to take on the task of organizing and teaching a Children's Church program in our small church. What an eye opener. Many of my kids are from broken homes. Many have learning disabilities, etc. Most are "unchurched". I learned very quickly that what works with my compliant little girl WILL NOT work with a bunch of strong-willed and emotionally damaged children (mostly boys) who have learning and behavioral problems. So I set out to find a decent curriculum package that would help with this group of kids. What I have found that has worked involves very little memorization (these kids can barely read yet, much less memorize anything over 5 words in length--and they're in the 3rd grade), and if I get one important point across to these kids about God and His plan of salvation, I feel I've done my job for the day. Every week is a struggle!
I'm considering the Group curriculum for that very reason. I've seen the samples and have the full Children's Church teacher's guide, and I've seen nothing so far that suggests that it's not scriptural. So far, I haven't seen anything disrespectful towards God. I'd be very interested in seeing the materials from Group that he's refering to?
I think the reviewer who's appalled is taking Scriptures to an extreme in it's interpretation, also. Yes, of course it's God's truth that 'Faith cometh by hearing...', but "hearing", IMHO is a condition of the heart, not just words spoken and intercepted by ears. (Frankly, without the Holy Spirit involved in opening hearts, no one will "hear" anything, period!) If my children "hear" the word of God acted out through a game or a funny skit, then so be it! Then I have a time of Bible reading to reinforce the point learned. Our goal as educators is to lead folks, young and old, to a deeper relationship with Jesus Christ.
I do agree that Humanism is everywhere and even in the Church. I would certainly be watchful for anything taught that's not Biblical.
Jesus himself used stories and object lessons and examples. He didn't have anyone stand up and recite His monologue verbatim after a "lesson" that I recall. A better analogy would be Paul, who taught the Gentiles about Jesus. They had no background in the Torah like the Jews. Paul said, "Corinthians 9:22.'To the weak became I as weak, that I might gain the weak: I am made All things to all men, that I might by all means save some.'" Amen.
I plan to check out "Why Nobody Learns". I probably won't agree with all of it. But I plan to get the good meat out of it and spit out the bones.
I leave you with this: Many of the kids I grew up with in Sunday School are no longer in church. While I had thrived on the programs, I remember many of them being bored and restless while the teacher stood there and lectured. That should be enough reason for anyone to see that we need to rethink how we do Sunday School, etc.
following public schools off the cliff.......2001-03-08
When my church's youth pastor loaned this book to my roommate, I read it too--and was appalled. By the way, I gave it two stars rather than just one because it has some good ideas along the way and because the author obviously put a lot of care into it. But the author is trying to change the way teachers teach, so he is dealing with some pretty significant stuff. Before a person teaches, he or she needs to ask some important questions about the purpose for teaching. And I think those questions are answered by Scripture better than by popular culture. Since the authors instead rely mostly on secular research, it's no wonder many of their answers are flawed scripturally.
Problems in the book include these: (1) The author (the publisher of Group curriculum--which is taking over the curriculum market as I write) comes pretty close to mocking the idea of Scripture memory. (2) The author includes a chart of "how people learn" that has books (Scripture?) dead last and TV several steps up. That contradicts Scripture's assertion for Christian teaching: "Faith comes by hearing, and hearing by the Word of God." It's also ironic that the author chose a BOOK to give this philosophy. (3) The author is deliberate about following trends in public schooling. That strikes me as pretty odd considering the larger debate about why public schools fail to teach kids when they teach constantly-changing trendy ideas. (4) The author encourages teachers to be on equal footing with kids, to get rid of the authority structure as much as possible. Yet Scripture clearly tells adults to teach children. We are to do so humbly and lovingly, but we should not pretend that we're all on an equal level starting out. (5) The book ends up being an extended advertisement for using Group curriculum, which does not have a very solid biblical foundation. (Several years ago I refused to use their material after reviewing it.)
For a more complete critique of this book and much of today's curriculum, read the book Spiritual Junk Food (Mickels and McKeever). Or for a book about teaching that respects Scripture more, read Follow Me As I Follow Christ (Dunlop).
Why Nobody Learns Much of Anything At Church and How to fix.......2000-01-31
A great book for pastors, Sunday School leaders and teachers! Even though I cannot completely recommend all the contents, it is definitely a thought provoking book. I used it as a textbook in my Church Growth class in seminary.
Why Nobody Learns Much of Anything at Chruch.......1999-05-22
As a student at Lutheran Bible Institute of Seattle, I have spent several hours studying why kids today do not pay attention in Sunday School anymore. This book digs into that question and acts as a bridge between teachers and students to better relate their lives to the Bible and make learning truly enjoyable. For Sunday School teachers, parents, and Public or Private School teachers; I recommend reading this book at least once a year.
Product Description
Join three seasoned church-ministry experts on an insider s tour of the most innovative churches today! Discover a dozen types of innovation, each with profiles of congregations that have implemented that innovation. This is more than a show and tell tour, however. Each chapter offers a solid take-away for church leaders on how to learn and apply the appropriate innovation profiled. The authors also offer scripturally-based assessments of both the positive and negatives implications of implementing each innovation, providing guidance and wisdom. There are many ways to present the Gospel, and this timely book will serve as a springboard for church leaders scratching their heads and asking themselves, What should we do next? By learning from a dozen different church types, church leaders can become more intentional about exploring new directions and reaching more of the world for Christ.
Average customer rating:
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How Organizations Learn: Managing the Search for Knowledge
Ken Starkey ,
Sue Tempest , and
Alan McKinlay
Manufacturer: Int. Cengage Business Press
ProductGroup: Book
Binding: Paperback
 General
| Organizational Behavior
| Business & Investing
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General
| Business & Investing
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Management
| Management & Leadership
| Business & Investing
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Organizational Behavior
| Business Management
| Professional & Technical
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All Titles
| Qualifying Textbooks - Fall 2007
| Stores
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Business & Investing
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Professional
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ASIN: 1861527462 |
Book Description
Organizational learning, the examination of how organizations learn as groups rather than as individuals, is a fast growing area of interest, and is now considered an essential factor in business success. This new edition of an already popular text critically examines traditional assumptions about organization and strategy, providing key readings by renowned international authors to help the reader understand and manage the challenge of organizational learning. How Organizations Learn links the two key concepts of leadership and the learning organization in this text, bringing together the key theories and suggesting new directions for studying and managing organizations. The choice of readings highlights the potential synergy between leading and learning, and how organizational structure and management processes impact upon learning, and includes work by numerous key academics. This will be a core text for courses in Organizational Learning and Knowledge Management at advanced undergraduate, MBA and executive training level, and a supplementary text for courses in Strategic Management, HRM and OB.
Customer Reviews:
How students learn:Reforming schools.......2007-01-10
A difficult text to follow. Needs more applicable examples to education.
Average customer rating:
- World #1 interactive book on marketing learning organisation
|
The Brand Chartering Handbook: How Brand Organizations Learn 'Living Scripts' (Eiu Series)
Chris MacRae
Manufacturer: Addison Wesley Longman
ProductGroup: Book
Binding: Hardcover
Strategy & Competition
| Management & Leadership
| Business & Investing
| Subjects
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General
| Business & Investing
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General
| Marketing
| Marketing & Sales
| Business & Investing
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Product Management
| Marketing
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Management
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General
| Small Business & Entrepreneurship
| Business & Investing
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General
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ASIN: 0201877430 |
Customer Reviews:
World #1 interactive book on marketing learning organisation.......1997-02-06
Hi. I am the book's editor Chris Macrae. My e-mail: wcbn007@easynet.co.uk.
I will leave reviews of Brand Chartering Handbook to others including:
-- Andrew Seth (ex Chairman of Lever Brothers) in the Financial Times (14 June 1996)
-- Jean-Noel Kapferer (my favourite guru on branding) in the next issue of the Journal of Brand Management
-- readers like you.
I rated this book at 8 because it's intentionally only part of the story of the future of brand marketing and learning organisation. Readers are invited to improve our hunt for a
mastermind team-building quiz on a company brand's unique organising purpose. Join us at the website MELNET www.brad.ac.uk/branding/
We also invite readers to a worldwide summit, currently involving over 100 experts or passionate amateurs from over 15 countries. E-mail me to take part.
Two other bookmarks give browsers a quick introduction:
--> Go to the MIT web to see why Charterers support a revolution in brand management:
http://learning.mit.edu/ide/BI/BI-010.html
--> Go to the Management Centre Europe web to feel how e-mail summits stimulate glocally valuable/new learning:
www
.mce.be/cgi-bin/forum?action=showarticles&forum=expertideas
-->-->We intend that Brand Chartering Handbook should live up to the claim of being the first interactive book for people who believe in marketing, learning organisation, and growing companies.
Au revoir, Chris
Books:
- How to Win Friends & Influence People
- How to Win Friends & Influence People
- How To Write A Proposal That's Accepted Every Time
- How to Write It: A Complete Guide to Everything You'll Ever Write
- How to Write It: A Complete Guide to Everything You'll Ever Write
- Human Side of Organizations, The (9th Edition)
- Introduction to Communication Research
- Islamic Finance: The Regulatory Challenge (Wiley Finance)
- Legacies: Fiction, Poetry, Drama, Nonfiction
- Linking Emotional Intelligence And Performance At Work: Current Research Evidence With Individuals and Groups
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