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From continuous improvement to organisational learning: developmental theory
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| Zeitschriftentitel: | The Learning Organization |
|---|---|
| Personen und Körperschaften: | , |
| In: | The Learning Organization, 10, 2003, 5, S. 272-282 |
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| Sprache: | Englisch |
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Emerald
|
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Murray, Peter Chapman, Ross Murray, Peter Chapman, Ross |
|---|---|
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Murray, Peter Chapman, Ross |
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Murray, Peter Chapman, Ross The Learning Organization From continuous improvement to organisational learning: developmental theory Organizational Behavior and Human Resource Management Education |
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murray, peter |
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Murray, Peter Chapman, Ross 0969-6474 Emerald Organizational Behavior and Human Resource Management Education http://dx.doi.org/10.1108/09696470310486629 <jats:p>As a learning theory, the continuous improvement (CI) discourse has benefited countless manufacturing enterprises to improve and adapt their methods of production. As one of the pillars of total quality management, it has generally included a range of dynamic concepts from high involvement teamwork and production enablers, to other social and technical capabilities such as innovation techniques. Such methodologies have been promoted in the literature as potential manifestos that can transform existing capabilities from simple representations of capability, to dynamically integrated ones (often labelled “full CI capacity”). The latter term in particular deserves more attention in the literature. Since CI techniques cannot be separated from organisational learning methodologies, it follows that CI methods should underpin holistic learning. This paper explores whether CI methodologies have advanced far enough to be considered as integrated and holistic in their own right. If not, it follows that new theories, challenges and discourses should be considered for exploration in the CI literature.</jats:p> From continuous improvement to organisational learning: developmental theory The Learning Organization |
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| description | <jats:p>As a learning theory, the continuous improvement (CI) discourse has benefited countless manufacturing enterprises to improve and adapt their methods of production. As one of the pillars of total quality management, it has generally included a range of dynamic concepts from high involvement teamwork and production enablers, to other social and technical capabilities such as innovation techniques. Such methodologies have been promoted in the literature as potential manifestos that can transform existing capabilities from simple representations of capability, to dynamically integrated ones (often labelled “full CI capacity”). The latter term in particular deserves more attention in the literature. Since CI techniques cannot be separated from organisational learning methodologies, it follows that CI methods should underpin holistic learning. This paper explores whether CI methodologies have advanced far enough to be considered as integrated and holistic in their own right. If not, it follows that new theories, challenges and discourses should be considered for exploration in the CI literature.</jats:p> |
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| spelling | Murray, Peter Chapman, Ross 0969-6474 Emerald Organizational Behavior and Human Resource Management Education http://dx.doi.org/10.1108/09696470310486629 <jats:p>As a learning theory, the continuous improvement (CI) discourse has benefited countless manufacturing enterprises to improve and adapt their methods of production. As one of the pillars of total quality management, it has generally included a range of dynamic concepts from high involvement teamwork and production enablers, to other social and technical capabilities such as innovation techniques. Such methodologies have been promoted in the literature as potential manifestos that can transform existing capabilities from simple representations of capability, to dynamically integrated ones (often labelled “full CI capacity”). The latter term in particular deserves more attention in the literature. Since CI techniques cannot be separated from organisational learning methodologies, it follows that CI methods should underpin holistic learning. This paper explores whether CI methodologies have advanced far enough to be considered as integrated and holistic in their own right. If not, it follows that new theories, challenges and discourses should be considered for exploration in the CI literature.</jats:p> From continuous improvement to organisational learning: developmental theory The Learning Organization |
| spellingShingle | Murray, Peter, Chapman, Ross, The Learning Organization, From continuous improvement to organisational learning: developmental theory, Organizational Behavior and Human Resource Management, Education |
| title | From continuous improvement to organisational learning: developmental theory |
| title_full | From continuous improvement to organisational learning: developmental theory |
| title_fullStr | From continuous improvement to organisational learning: developmental theory |
| title_full_unstemmed | From continuous improvement to organisational learning: developmental theory |
| title_short | From continuous improvement to organisational learning: developmental theory |
| title_sort | from continuous improvement to organisational learning: developmental theory |
| title_unstemmed | From continuous improvement to organisational learning: developmental theory |
| topic | Organizational Behavior and Human Resource Management, Education |
| url | http://dx.doi.org/10.1108/09696470310486629 |