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Introduction Introduction
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A Political Perspective on Lo A Political Perspective on Lo
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The Production of Learning The Production of Learning
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Practices of the Self Practices of the Self
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Reflective and Reflexive Practices Reflective and Reflexive Practices
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1st, 2nd, and 3rd Generation LO 1st, 2nd, and 3rd Generation LO
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1st Generation LO 1st Generation LO
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2nd Generation LO 2nd Generation LO
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3rd Generation LO: LO as an Emancipatory Space 3rd Generation LO: LO as an Emancipatory Space
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Moving Towards Reflexive Dialogical Practices in 3rd Generation LO Moving Towards Reflexive Dialogical Practices in 3rd Generation LO
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Concluding Remarks Concluding Remarks
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References References
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30 The Learning Organization: Critical Analysis and Future Directions
Get accessDepartment of Business and Management, Aalborg University
Business School, University of Nottingham Ningbo, China
Department of Culture and Learning, Aalborg University
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Published:08 January 2020
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Abstract
This chapter contains a critical analysis of the learning organization (LO). As part of this agenda, the possibilities for a more positive agenda for LO are also explored. The chapter introduces a political perspective in which LO is seen as part of power relations that produce particular types of learning. From this perspective the authors move to Foucault’s later ethical writings to clarify an important distinction between reflective and reflexive practices. Three different narratives of LO are then identified and discussed. 1st generation LO is characterized by learning models that are consistent with the rationalities of the classical bureaucratic model. 2nd generation LO is characterized by learning models that emphasize reflection, self-management, and self-directed learning according to corporate performance goals. 3rd generation LO focuses on reflexivity, creativity, and co-creation in groups and teams and across silos supported by the design of collective spaces where such actions and collaborative learning processes unfold.
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