Nataša Rupčić

How to unlearn and change – that is the question!

Intense dynamics in internal and external environment poses a great challenge to modern managers. They are continuously stimulated to make changes. Introducing change means that the current system is destabilized, new approaches are tested and the new desired state is established. The most difficult aspects of every change initiative are: raising awareness that change is necessary ; and convincing organizational members to change their behavioral routines. To succeed, change initiatives require both learning and unlearning. Unless organizational members engage in both processes simultaneously, the project of introducing change is likely to fail. However, unlearning is difficult and somewhat controversial.

Book Review: Learning in Organizations: Complexities and Diversities by Peter J. Smith and Eugene Sadler-Smith

In this book, the authors have analyzed and discussed the complex process of learning in organizations from the standpoint of human resource development (HRD). Managers and practitioners in modern, complex business environment seek to establish effective HRD that could contribute to the individual and organizational learning. For that purpose, practitioners often look for clear guidelines and rules that could lead to such an outcome. However, their attempts often fail because variety and diversity of practical manifestations are ignored or not identified. In this regard, the authors have presented the results of their collaborative thinking and research with the purpose to elucidate the complexity of learning and HRD in organizations. The authors have offered numerous tools that could help practitioners identify diversities and complexities in their own working and learning environments and then work on balancing various individual and organizational dimensions and their varieties. It should be noted, however, that the authors do not offer offthe- shelf solutions but instead seek to stimulate reflective enquiry and deeper understanding of HRD complexities. The book is therefore somewhat challenging for readers. However, this approach could provide more benefits than the traditional approach, which relied on oversimplifications and uniformity.

Intergenerational learning and knowledge transfer – challenges and opportunities

The purpose of this paper is to highlight challenges and opportunities that surround the process of intergenerational learning and knowledge transfer. Several options in this regard have been discussed from the managerial and employee perspective.,The systems approach has been implemented to identify options of intergenerational learning and knowledge transfer that could be valuable when developing a strong individual and organizational body of knowledge with the purpose to avoid the “knowledge crash.”,A review and analysis regarding intergenerational diversity, especially in the light of information and communication technology and social media, has been proposed along with the discussion on possible intergenerational knowledge transfer practices and methods of developing learning agility in all generations though engaging in internal mobility and building communities of practice and learning.,Conclusions and remarks provided in the paper need further empirical testing and validation.,Implications for practitioners, especially mangers, have been identified regarding recommendations for implementing intergenerational knowledge transfer solutions which could benefit all stakeholders – not only younger and senior employees but also managers responsible for pursuing enterprise development based on continuous learning and knowledge sharing.,Implementation of suggestions provided in the paper regarding intergenerational knowledge transfer and learning could result in significant benefits in terms of less intergenerational conflict and stress and greater organizational working cohesion as well as further advancements in organizational learning and knowledge management.,Challenges that surround the process of intergenerational learning and knowledge transfer have been identified along with options to manage this complicated and often delicate processes from the managerial and employee perspective.

Learning platform for supply chain system optimisation

Fierce competition, dynamic market conditions and resource scarcity pose a constant demand on companies to redefine their business models in order to achieve competitive advantages. The paper offers a review of development trends in modern supply chain management with emphasis on strategic learning partnerships as a means for achieving supply chain competitive advantage. Organisational learning has been proposed as a technology for achieving long-term sustainability in strategic supply chain partnerships. However, in practice supply chain partnerships inadequately exploit established forms of cooperation as vehicles for learning and building knowledge repositories. This can be improved by introducing and optimising the process of organisational learning in every partnership member as well as a joint partnership activity. The study is aimed at proposing a conceptual model of the learning platform for supply chain optimisation. Potentials for its introduction have been estimated by using the case study of Agrokor, Croatian largest food concern.

Challenges of the levels of learning

Purpose The purpose of this paper is to highlight challenges and opportunities that surround the process of learning with an emphasis on higher-order learning and learning as behavior. Higher-order learning has been conceptualized as learning behavior that can be learned. Design/methodology/approach The holistic framework regarding higher-order learning has been proposed on the basis of systems perspective and critical thinking of previous contributions. Findings A review and analysis of learning, especially higher-order learning, resulted in its conceptualization and guidelines on how to implement it. Higher-order learning is a learning behavior that can be learned and implemented in many situations in complex social and organizational practices. Research limitations/implications Conclusions and remarks provided in this paper need further empirical testing and validation. Practical implications Implications for practitioners have been identified in terms of recommendations for implementing higher-order learning as a learning behavior that can be learned. Social implications Dedicated implementation of higher-order learning and learning as behavior can bring true change to the current social and economic paradigm and lasting solutions to the so-called “stubborn problems” of pollution, abuse, destruction and poverty, and can cause systemic transformation of our declining society. Originality/value Higher-order learning has been conceptualized and challenges surrounding it have been identified along with suggestions on how to overcome them.

Spiritual development – a missing and powerful leverage when building learning organizations

Purpose The purpose of this paper is to examine and discuss the role that spiritual development plays in the development of learning individuals and organizations. Spiritual development has been examined though the lens of various meditative practices (such as transcendental meditation, mindfulness and flow) and religious indoctrinations (such as Hinduism and Islam). Design/methodology/approach Possibilities of developing learning individuals and learning organizations have been examined by reviewing the benefits of meditative practices and core beliefs of several religious indoctrinations. The findings have been discussed and put into context of the desired learning organizations characteristics, especially from the perspective offered by Peter Senge. Findings The presented discussion points to the conclusion that spiritual development, either by practicing certain meditation practices or by implementing core values of different religious indoctrinations, can be considered as a missing and a powerful leverage when developing learning organizations. Spiritual development of individuals might be the missing link or the Holy Grail which could make the learning organizations, as defined by Senge, not only logical and desirable but also attainable. Research limitations/implications In this paper, other religious indoctrinations and their correspondence with the learning organization philosophy, besides Hinduism and Islam, have not been considered. Practical implications Implications for practitioners, especially managers, have been identified regarding recommendations for designing working environments that would enable space and time for practicing meditative practices. Implications for raising the level of consciousness have been identified for individuals striving to enliven their state of being and hence improve their creativity and motivation, as well as the inner sense of serenity and well-being. Suggestions have been provided for practitioners in the academic environment regarding the need to introduce the benefits of raising the level of consciousness to their students. Social implications Raising the level of consciousness and developing spirituality can have tremendous positive social implications in terms of improved health, ethical and moral conduct, social relations, creativity, productivity and general welfare. Originality/value By comparing the benefits of raising the level of consciousness by practicing meditation and reflecting on religious core values and beliefs with the desired learning organization characteristics, it becomes clear that individual spiritual development is the missing link when building learning organizations.

Managing people and learning – major challenge for modern managers

Issue 4, volume 24 offers many interesting academic contributions and implications for practitioners. Simonin tested N-loop learning in international strategic alliances, Poell, and Van Der Kroght focused on HRD, Hillon and Boje discussed dialectics in the context of higher education, Sasaki emphasized the importance of systems intelligence in knowledge management and Bozoglu et al. investigated error management practices in two state university departments. Analysis of their contribution is offered in this paper.

Leading for the Future: Brand Management in the Learning Context

In the changing environment a more holistic approach to brand management is needed. It should be based on the reflective approach in order to achieve customer-focused objectives. Brand management should be embedded in the whole company with elements such as corporate mission, values, culture, empowerment, and knowledge sharing representing the core elements of the branding framework. Learning company can be valued according to the following elements: HRM placing learning and experimenting as priorities, empowered individuals working in teams, corporate culture stimulating learning and knowledge sharing, managers serving as leaders, teachers, designers, and stewards that stimulate the introduction of the learning results in the value creating process. The article examines the interconnectivity between brand management and the learning company and develops a conceptual framework underlying the research, establishing the isomorphism between the two concepts what will contribute to the consistency of values conveyed through the brand but also to the brand longevity and increased organizational performance in general.

Cooperative Learning Business Partnerships and Knowledge Networks

Industrial and service companies increasingly achieve their competitive advantages on the basis of strategic partnerships. The general assertion in the article is that the quality and effectiveness of implemented changes is higher in the cases when such modifications are being implemented through the process of learning achieved through partnerships. It has been argued in the paper that cooperative partnerships have a tendency to build a strong learning environment and therefore exhibit a greater potential to be transformed into learning organizations. It is therefore suggested that the key to improving competitive advantages lies in the ability of companies to form cooperative learning partnerships. On the basis of defining features of the learning orientation and the learning company philosophy a conceptual cooperative partnership learning framework has been outlined comprising a set of hypotheses linking variables designed according to the learning company concept with the individual and partnership performance. Learning partnerships are therefore viewed as an important prerequisite for regional economic development.