| 1. |
- Abrahamson Löfström, Carina, 1960, et al.
(författare)
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Should healthcare organizations adopt, abandon, or adapt management innovations?
- 2016
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Ingår i: Örtenblad, Anders, Abrahamson Löfström, Carina, Sheaff, Rod, "Management innovations for healthcare organizations: Adopt, abandon or adapt?". - NY, USA : Routledge, Taylor & Francis group. - 9781138825697
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Ihlström, Carina, 1960-, et al.
(författare)
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IT-companies : Playgrounds or Serious Businesses?
- 2000
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Ingår i: IRIS 23 – doing IT together 12-15 August, 2000, at Lingatan, Sweden. - Uddevalla : Laboratorium for Interaction Technology, University of Trollhättan/Uddevalla. ; , s. 1605-1616
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Konferensbidrag (refereegranskat)
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| 3. |
- Löfström, Mikael, 1960, et al.
(författare)
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Från kompetensöverföring till organisatoriskt lärande - en studie av kompetensöverföring vid Stena Lines förvärvande av Sealink British Ferries.
- 1998
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under 1992 formades projektet; Kompetensöverföring i internationella, interorganisatoriska nätverk. Det hade sitt ursprung i ett övergripande projekt; Competence Analysis - the Management of Learning and Strategies for Competence development. Kompetensöverföringsprojektet beviljades anslag, från Volvos Forskningsstiftelse/Volvos. Projektet har tagit en ny riktning på basis av de forskningsresultat som framkommit i Kompetensöver föringsprojektet, vilket vi bl a diskuterar i rapportens avslutande del. Vi har studerat kompetensöverföring med anledning av att Stena Line förvärvade Sealink British Feries. I samband med förvärvet startade Stena Line ett omfattande utbildnings- och utvecklingsprogram för att överföra kompetens till det nyligen inkorporerade företaget. Om vi sammanfattar de resonemang som vi för i rapporten visar studien av kompetensöverföring som vi genomfört att det finns en mängd komplikationer i en dylik process. Vi har sett att vid kompetensöverföring är det viktigt att fundera på i vilket sammanhang som överföringen sker. Sättet som kompetensöverföringen genomförs på är också centralt. Det gäller både det konkreta genomförandet och med vilka maktattribut överföringen understöds. Ett stort problem som vi har blivit uppmärksammade på under det att vi har bedrivit denna studie är att kompetensöverföring som perspektiv i sig är ett bekymmer. Det är, som vi påpekar, en tankefigur nära knuten till området teknologiöverföring. Vi har i studien blivit uppmärksammade på att denna tankefigur allt för hårt präglas av ett tekniskt kunskapsintresse. Det som saknas är den sociala dimensionen, dvs de interaktiva relationer som präglar mänskligt umgänge.
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| 4. |
- Sheaff, Rod, et al.
(författare)
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Healthcare organizations and managerial innovations in an international perspective.
- 2016
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Ingår i: Örtenblad, Anders, Abrahamson Löfström, Carina, Sheaff, Rod, "Management innovations for healthcare organizations: Adopt, abandon or adapt?". - NY, USA : Routledge, Taylor & Francis group. - 9781138825697
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Örtenblad, Anders, 1963-
(författare)
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A typology of the idea of learning organization
- 2002
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Ingår i: Management Learning. - London : Sage Publications. - 1350-5076 .- 1461-7307. ; 33:2, s. 213-230
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Tidskriftsartikel (refereegranskat)abstract
- A typology of the idea of 'learning organization' is developed and presented. The typology is inductively created and based on how the term 'learning organization' is used in the literature and by practitioners. Four distinct hypes of understanding were found: 'organizational learning, 'learning at work, 'learning climate' and 'learning structure'. The same types of understanding seem to appear both in the literature and in accounts made by practitioners. Thus the term 'learning organization' is probably not unduly confusing to the practitioners. Instead, the different versions of the idea in the literature seem to give companies the opportunity to choose a version suitable for their specific situation.
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| 7. |
- Örtenblad, Anders, 1963-
(författare)
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Achieving organizational independence of employees’ knowledge using knowledge management, organizational learning, and the learning organization
- 2009
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Ingår i: Handbook of research on knowledge-intensive organizations. - Hershey, PA : IGI Global. - 9781605661766 - 1605661767 - 9781605661773 - 1605661775 ; , s. 229-242
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The ambition of this chapter is to pay some attention to more obvious, as well as more subtle, methods for organizations to become independent of the individual’s subjective knowledge, from the employees’ point of view. Terms such as ’knowledge sharing’, ’knowledge transfer’, and ’learning for all’ are almost always seen as being positive for both employers and employees. However, this chapter will critically examines those terms. Three popular management ideas relating to knowledge and/or learning have been analysed from a ’knowledge control’ perspective: knowledge management, organizational learning, and the learning organization. The main conclusion of this conceptual and elaborating chapter is that the more current and less academic ideas of the learning organization and knowledge management contain the same tools as the idea of ’old’ organizational learning as regards gaining control over knowledge, but that these two ideas additionally contain other knowledge control measures, which are more refined, in the sense that they are less obvious as knowledge control measures. The idea of ’new’ organizational learning, however, is less suited to knowledge control, since it implies that knowledge is not storable. In other words, the chapter’s contribution is an analysis of some of the most popular management ideas that deal with knowledge and/or learning relating to the organizational/employer independence of subjective knowledge, from the employees’ point of view, something which is rarely seen. © 2009, IGI Global.
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| 8. |
- Örtenblad, Anders, 1963-
(författare)
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Educating everyone in humanities for both post-bureaucracy and bureaucracy : a response to John Hendry
- 2006
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Ingår i: Management Learning. - London : Sage Publications. - 1350-5076 .- 1461-7307. ; 37:3, s. 291-294
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Tidskriftsartikel (refereegranskat)abstract
- Comments on an article by John Hendry. In the main, the commentator agree with Hendry in his description of the 'intellectual tyranny of the economic mindset' and in his concern for other values and goals in business society. Management education definitely needs other than economic goals, as Hendry argues. The commentators arguments for the humanities are slightly different, though, from Hendry's, and he do not think that managers are the only group that needs education in the humanities. Finally, the commentator would like to add a few subjects and methods to those that Hendry suggests should be involved in humanities education for business students. In addition to history and literature, which Hendry suggests, the commentator also recommend education in ethics.
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| 9. |
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| 10. |
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| 11. |
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| 12. |
- Örtenblad, Anders, 1963-
(författare)
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On differences between organizational learning and learning organization
- 2001
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Ingår i: Learning Organization. - Bradford : MCB University Press. - 0969-6474 .- 1758-7905. ; 8:3, s. 125-133
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Tidskriftsartikel (refereegranskat)abstract
- This conceptual paper looks at and discusses differences between the concepts of organizational learning and (the) learning organization. Since there still seems to be confusion regarding the meaning of the two concepts, aims to clarify the two main existing distinctions, that organizational learning is existing processes while learning organization is an ideal form of organization. Also distinguishes between a traditional and a social perspective of organizational learning, which the existing distinctions have not ‚ at least not explicitly. Thus, distinctions are made between three concepts. In addition to the improvement of the existing distinctions, suggests two complementary ones ‚ entities of learning and knowledge location. These two distinctions might make it easier to distinguish also between the two perspectives of organizational learning.
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| 13. |
- Örtenblad, Anders, 1963-
(författare)
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Organizational learning : a radical perspective
- 2002
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Ingår i: International journal of management reviews (Print). - Oxford : Blackwell Publishing. - 1460-8545 .- 1468-2370. ; 4:1, s. 87-100
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Tidskriftsartikel (refereegranskat)abstract
- This paper reviews the organizational learning literature. For many years, organizational learning theory has been based on a functionalistic paradigm, but an interpretive paradigm now seems to be attaining dominance. However, neither of these perspectives of organizational learning is truly radical in the sense of challenging conditions of power and control in organizations. There are some critical texts on organizational learning (and the learning organization), but they go no further than criticism. Therefore, this paper tries to illustrate what we can call a radical perspective of organizational learning, based on themes in the critical works. The radical perspective of organizational learning implies an organization where the individuals learn as free actors. However, there are norms or rules to guarantee freedom. The learning space in the organization guarantees the occurrence of different opinions, and allows everyone to reflect upon their actions and learning. Working time and employee commitment are restricted so that work does not interfere too much with other undertakings. All employees are guaranteed permanent appointments. Finally, in the radical perspective of organizational learning, organizations die to make place for others when their missions are accomplished. After presenting the radical perspective of organizational learning, I outline some questions for future research and indicate the necessity of further development of such a perspective.
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| 14. |
- Örtenblad, Anders, 1963-
(författare)
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Senge’s many faces : problem or opportunity?
- 2007
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Ingår i: Learning Organization. - Bingley : Emerald Group Publishing Limited. - 0969-6474 .- 1758-7905. ; 14:2, s. 108-122
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to discuss both possibilities and problems with Senge’s (1990) many faces in The Fifth Discipline, i.e. the fact that different authors refer to different excerpts from his book as his version of the learning organization. Design/methodology/approach - The paper shows that the authors’ understandings of Senge, in which a literature review resulted, are seen in the light of theories of travelling of management ideas, particularly the "translation model". Findings - The paper finds that both possibilities and problems with Senge’s many faces were found. A fatal problem is that the many faces jeopardize the confidence in the concept and eventually its existence. But the strong connections to Senge’s book, that the authors have, reduces the problems, and Senge’s many faces might not cause that much trouble after all. Research limitations/implications - The paper shows that anyone who wishes to can, for different reasons, refer to Senge, and his version of the learning organization, and thereby gain legitimacy. One does not have to be very accurate; as it seems, almost anything goes. Practical implications - In the paper the "translation model" is divided into two sub-models, which probably will sharpen future translation research. Originality/value - The paper is a study in which it is shown how authors understand other authors. This is an example that is rarely seen. Both possibilities and problems are discussed with vagueness to Senge’s many faces. This is not very common. A special case of the translation model is developed (the "smorgasbord model"), better suited to deal with the type of idea that focuses on copying of excerpts from a specific book than the traditional translation model (the "whispering game model").
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| 15. |
- Örtenblad, Anders, 1963-
(författare)
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The learning organization : towards an integrated model
- 2004
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Ingår i: Learning Organization. - Bingley, United Kingdom : Emerald Group Publishing Limited. - 0969-6474 .- 1758-7905. ; 11:2, s. 129-144
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an integrated model of the learning organization. It is based on empirical research of the learning organization literature, as well as on practitioners' understandings of the concept where learning organizations were often described in terms of four distinct individual aspects, no more and no less. This article argues these aspects cannot be treated as separate, and that the four aspects have to be combined in order to create a true learning organization. The four aspects are: learning at work; organizational learning; developing a learning climate; and creating learning structures. The article suggests that only those organizations that have implemented all of the aspects should be called ‚"learning organizations", and those organizations that have implemented only one aspect should be called "partial learning organizations"
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| 16. |
- Örtenblad, Anders, 1963, et al.
(författare)
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The relevance of management innovations for healthcare organizations.
- 2016
-
Ingår i: Örtenblad, Anders, Abrahamson Löfström, Carina, Sheaff, Rod, "Management innovations for healthcare organizations: Adopt, abandon or adapt?". - NY, USA : Routledge, Taylor & Francis group. - 9781138825697
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
- Örtenblad, Anders, 1963-
(författare)
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Toward a contingency model of how to choose the right type of learning organization
- 2004
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Ingår i: Human Resource Development Quarterly. - Hoboken, USA : John Wiley & Sons. - 1044-8004 .- 1532-1096. ; 15:3, s. 347-350
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Tidskriftsartikel (refereegranskat)abstract
- The learning organization is in itself a vague idea, and many argue that the idea must be adapted to each single organization and its particular needs before it can be implemented. There is very little guidance, though, on how to adapt the (vague) idea. This forum piece therefore tentatively suggests a contextual model of how to choose the right type of learning organization, among four types. It also suggests some areas where research is needed in order to develop the model further.
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| 18. |
- Örtenblad, Anders, 1963-
(författare)
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Vague and Attractive : Five Explanations of the Use of Ambiguous Management Ideas
- 2005
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Ingår i: Philosophy of Management. - Charlottesville : Springer. - 1740-3812 .- 2052-9597. ; 5:1, s. 45-54
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Tidskriftsartikel (refereegranskat)abstract
- This paper reviews the literature on the diffusion and popularity of vague management ideas. Is it the vagueness in itself that makes them so popular, or are there other explanations? Five possible explanations for the attraction of ambiguous management ideas are suggested: (i) concretising; (ii) symbolic legitimisation; (iii) seduction; (iv) unknown use; and (v) challenge. Some of the explanations are explicitly suggested in the literature, whereas others are explanations offered by the present author on the basis of a review of the literature. The five explanations are categorised according to the level of consciousness of the use of vague ideas among the users, and according to whether the ideas are implemented in actual practice or used only in talk. The present paper also discusses what management researchers could do to help those who use vague management ideas. © 2005, Springer International Publishing AG.
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