hh.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Örtenblad, Anders
Publications (10 of 15) Show all publications
Örtenblad, A. & Ulvenblad, P. (2012). A Little About a Lot: On Scientific Reports and Reference Techniques (1ed.). Lund: Studentlitteratur
Open this publication in new window or tab >>A Little About a Lot: On Scientific Reports and Reference Techniques
2012 (English)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012. p. 112 Edition: 1
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-19893 (URN)978-91-44-08408-4 (ISBN)
Available from: 2012-10-30 Created: 2012-10-30 Last updated: 2018-03-22Bibliographically approved
Örtenblad, A. (2009). Achieving organizational independence of employees’ knowledge using knowledge management, organizational learning, and the learning organization. In: Dariusz Jemielniak & Jerzy Kociatkiewicz (Ed.), Handbook of research on knowledge-intensive organizations: (pp. 229-242). Hershey, PA: IGI Global
Open this publication in new window or tab >>Achieving organizational independence of employees’ knowledge using knowledge management, organizational learning, and the learning organization
2009 (English)In: Handbook of research on knowledge-intensive organizations / [ed] Dariusz Jemielniak & Jerzy Kociatkiewicz, Hershey, PA: IGI Global, 2009, p. 229-242Chapter in book (Other academic)
Abstract [en]

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.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2009
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-37562 (URN)10.4018/978-1-60566-176-6.ch014 (DOI)2-s2.0-84893336175 (Scopus ID)978-1-60566-176-6 (ISBN)1-60566-176-7 (ISBN)978-1-60566-177-3 (ISBN)1-60566-177-5 (ISBN)
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2018-07-12Bibliographically approved
Örtenblad, A. (2009). Guest editorial for special section: Are organizations able to learn?. Learning Inquiry, 3(1), 21-23
Open this publication in new window or tab >>Guest editorial for special section: Are organizations able to learn?
2009 (English)In: Learning Inquiry, ISSN 1558-2973, Vol. 3, no 1, p. 21-23Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Dordrecht: Springer Netherlands, 2009
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-37567 (URN)10.1007/s11519-009-0039-7 (DOI)2-s2.0-65449187889 (Scopus ID)
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2018-07-12Bibliographically approved
Mattsson, P. & Örtenblad, A. (2008). Smått och gott om vetenskapliga rapporter och referensteknik. Lund: Studentlitteratur
Open this publication in new window or tab >>Smått och gott om vetenskapliga rapporter och referensteknik
2008 (Swedish)Book (Other academic)
Abstract [sv]

Denna lilla bok ger en konkret, kortfattad och lättillgänglig introduktion till rapportskrivning och uppsatsarbete. Författarna har byggt sin framställning på frågor de fått från studenter under många års undervisning. I boken diskuteras • skillnader mellan utredning och forskning• lämpliga frågor att ställa i rapporter och uppsatser• användning av teorier• val av ämne• hur en rapport eller uppsats kan ställas upp• feedbacktrappan - konstruktiv kritik. Boken är lämplig för kurser vid universitet och högskola.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2008. p. 96
Keywords
Rapportskrivning, Uppsatsskrivning
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-4816 (URN)978-91-44-05355-4 (ISBN)
Available from: 2010-06-16 Created: 2010-06-16 Last updated: 2018-03-23Bibliographically approved
Örtenblad, A. (2007). Senge’s many faces: problem or opportunity?. Learning Organization, 14(2), 108-122
Open this publication in new window or tab >>Senge’s many faces: problem or opportunity?
2007 (English)In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 14, no 2, p. 108-122Article in journal (Refereed) Published
Abstract [en]

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").

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2007
Keywords
Learning organizations, Literature
National Category
Business Administration Learning
Identifiers
urn:nbn:se:hh:diva-37584 (URN)10.1108/09696470710726989 (DOI)2-s2.0-33947331732 (Scopus ID)
Available from: 2018-07-13 Created: 2018-07-13 Last updated: 2018-07-13Bibliographically approved
Örtenblad, A. (2006). Educating everyone in humanities for both post-bureaucracy and bureaucracy: a response to John Hendry. Management Learning, 37(3), 291-294
Open this publication in new window or tab >>Educating everyone in humanities for both post-bureaucracy and bureaucracy: a response to John Hendry
2006 (English)In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 37, no 3, p. 291-294Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
London: Sage Publications, 2006
Keywords
Business Organizations, Humanities, Management Personnel, Management Training, Problem Solving
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-3570 (URN)10.1177/1350507606067166 (DOI)000240500200003 ()2-s2.0-33747349205 (Scopus ID)
Available from: 2010-01-08 Created: 2009-12-01 Last updated: 2018-03-23Bibliographically approved
Örtenblad, A. (2005). Are the right persons involved in the creation of the learning organization?. Human Resource Development Quarterly, 16(2), 281-284
Open this publication in new window or tab >>Are the right persons involved in the creation of the learning organization?
2005 (English)In: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 16, no 2, p. 281-284Article in journal (Refereed) Published
Abstract [en]

A conventional explanation of the short notice that many management ideas get is that they are only fashions. This article presents a complementary explanation. Based on Jung's personality types and my own experiences, I suggest that mostly only people with a certain type of personality become interested in ideas such as the learning organization. I further argue that all four of Jung's personality types must join in the sculpting of learning organizations if organizations are to succeed in becoming such organizations and continue being it, and, accordingly, if the idea is to survive in the long run.

Place, publisher, year, edition, pages
Hoboken, N.J.: Jossey-Bass Inc., Publishers, 2005
Keywords
Jungian Psychology, Organizational Learning, Personality Traits, Organizations
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-3567 (URN)10.1002/hrdq.1137 (DOI)2-s2.0-33745101729 (Scopus ID)
Available from: 2010-01-08 Created: 2009-12-01 Last updated: 2018-03-23Bibliographically approved
Örtenblad, A. (2005). Of course organizations can learn!. Learning Organization, 12(2), 213-218
Open this publication in new window or tab >>Of course organizations can learn!
2005 (English)In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 12, no 2, p. 213-218Article in journal (Refereed) Published
Abstract [en]

This is a comment for all those writers who claim that organizations cannot learn. The author consistently rejects this notion. Rather the author contends that organizations can learn, in at least two different ways. The author reviews some of the common arguments against organizational learning, and tries to answer the opponents. The main argument against the critics is that they are too busy to look for evidence that organizations are not like individuals and that organizations therefore cannot learn. Instead, the author argues that it is a question of level of analysis. The author also suggests that theories as well as knowledge in general are metaphoric, implying that organizations as such of course are able to learn. The organizational learning perspectives can, of course, be used by employers and managers in order to avoid efforts that help the individuals to learn. But they can also be appropriate perspectives of learning that help in avoiding large investments on organizational learning efforts that might be unnecessary.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2005
Keywords
Organizational learning, Metaphor, Employee development
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-3568 (URN)10.1108/09696470510583566 (DOI)2-s2.0-19744374701 (Scopus ID)
Available from: 2010-01-08 Created: 2009-12-01 Last updated: 2018-03-23Bibliographically approved
Örtenblad, A. (2004). The learning organization: towards an integrated model. Learning Organization, 11(2), 129-144
Open this publication in new window or tab >>The learning organization: towards an integrated model
2004 (English)In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 11, no 2, p. 129-144Article in journal (Refereed) Published
Abstract [en]

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"

Place, publisher, year, edition, pages
Bingley, United Kingdom: Emerald Group Publishing Limited, 2004
Keywords
Learning, Learning organizations, Workplace learning
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-3566 (URN)10.1108/09696470410521592 (DOI)2-s2.0-84992974051 (Scopus ID)
Available from: 2010-01-08 Created: 2009-12-01 Last updated: 2018-03-23Bibliographically approved
Örtenblad, A. (2004). Toward a contingency model of how to choose the right type of learning organization. Human Resource Development Quarterly, 15(3), 347-350
Open this publication in new window or tab >>Toward a contingency model of how to choose the right type of learning organization
2004 (English)In: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 15, no 3, p. 347-350Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Hoboken, USA: John Wiley & Sons, 2004
Keywords
Models, Organizational Behavior, Organizational Development, Organizational Learning, Organizations
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-3565 (URN)10.1002/hrdq.1108 (DOI)
Available from: 2010-01-08 Created: 2009-12-01 Last updated: 2018-03-23Bibliographically approved
Organisations

Search in DiVA

Show all publications