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Journal articles on the topic 'Argyris'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Foschini Neto, Nicolino. "John Hadji Argyris (1913–2004) and the Computational Structural Analysis in the British Aircraft Engineering in the Mid-20th Century." Circumscribere: International Journal for the History of Science 25 (July 9, 2020): 60. http://dx.doi.org/10.23925/1980-7651.2020v25;p60-60.

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This work deals with the context of formation of Professor Dr. John Hadji Argyris (1913-2004) in Germany during the 1930s and Switzerland during the 1940s. Using primary documentation, we elucidate publications with scientific theories of structural analysis made during his job as a member of a secret Commission in the Royal Aeronautical Society, in England. We explore the content of the serial publication of the Theorems of Energy and Structural Analysis of the Aircraft Engineering Journal, from 1954 and 1955, from Argyris’s lectures at Imperial College, London, where he was a professor and d

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2

Carstensen, Carsten, and Jun Hu. "Hierarchical Argyris Finite Element Method for Adaptive and Multigrid Algorithms." Computational Methods in Applied Mathematics 21, no. 3 (2021): 529–56. http://dx.doi.org/10.1515/cmam-2021-0083.

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Abstract The global arrangement of the degrees of freedom in a standard Argyris finite element method (FEM) enforces C 2 {C^{2}} at interior vertices, while solely global C 1 {C^{1}} continuity is required for the conformity in H 2 {H^{2}} . Since the Argyris finite element functions are not C 2 {C^{2}} at the midpoints of edges in general, the bisection of an edge for mesh-refinement leads to non-nestedness: the standard Argyris finite element space A ′ ⁢ ( 𝒯 ) {A^{\prime}(\mathcal{T})} associated to a triangulation 𝒯 {\mathcal{T}} with a refinement 𝒯 ^ {\widehat{\mathcal{T}}} is not a subspa

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3

Edmondson, Amy C. "Chris Argyris (1923–2013)." American Psychologist 70, no. 5 (2015): 473. http://dx.doi.org/10.1037/a0039188.

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4

Doltsinis, Ioannis. "Obituary for John Argyris." Communications in Numerical Methods in Engineering 20, no. 9 (2004): 665–69. http://dx.doi.org/10.1002/cnm.709.

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5

Frederick, William C. "Mr. Penn, Meet Mr. Argyris." Business Ethics Quarterly 8, no. 2 (1998): 355–58. http://dx.doi.org/10.2307/3857334.

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6

Putnam, Robert. "A Biography of Chris Argyris." Journal of Applied Behavioral Science 31, no. 3 (1995): 253–55. http://dx.doi.org/10.1177/0021886395313001.

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7

Mousli, Marc. "Chris Argyris : quand l'entreprise apprend." Alternatives Économiques 271, no. 7 (2008): 88. http://dx.doi.org/10.3917/ae.271.0088.

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8

Weinert, Ansfried B. "Testing Argyris' theory of organizational behavior." Scandinavian Journal of Management Studies 3, no. 1 (1986): 25–45. http://dx.doi.org/10.1016/0281-7527(86)90009-5.

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9

Dixon, Nancy. "Argyris and Revans on ‘holding meaningful conversations’." Action Learning: Research and Practice 11, no. 3 (2014): I—V. http://dx.doi.org/10.1080/14767333.2014.945786.

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10

Dachler, H. Peter. "Book Reviews : Chris Argyris: On Organizational Learning." Organization Studies 15, no. 3 (1994): 460–64. http://dx.doi.org/10.1177/017084069401500309.

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11

Hughes, Thomas J. R., J. Tinsley Oden, and Manolis Papadrakakis. "In memoriam to Professor John H. Argyris." Computer Methods in Applied Mechanics and Engineering 193, no. 36-38 (2004): 3763–66. http://dx.doi.org/10.1016/j.cma.2004.05.001.

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12

Spalding, D. Brian. "John Hadji Argyris. 19 August 1913 — 2 April 2004." Biographical Memoirs of Fellows of the Royal Society 60 (January 2014): 23–37. http://dx.doi.org/10.1098/rsbm.2013.0003.

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John Argyris was born in Greece; he was educated there and in Germany, made his scientific reputation in England, and spent the last part of his career in Germany, where he died at the age of 90 years.

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13

Karakatsanis, Leonidas. "Review of Kevin Featherstone et al., Οι τελευταίοι Οθωμανοί: Η μουσουλμανική μειονότητα της Δυτικής Θράκης 1940-1949 [The Last Ottomans: The Muslim Minority of Greece, 1940–1949]". Historein 16, № 1-2 (2017): 185. http://dx.doi.org/10.12681/historein.9224.

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Kevin Featherstone, Dimitris Papadimitriou, Argyris Mamarelis and Georgios Niarchos. Οι τελευταίοι Οθωμανοί: Η μουσουλμανική μειονότητα της Δυτικής Θράκης 1940-1949 [The Last Ottomans: The Muslim Minority of Greece, 1940–1949 (New York: Palgrave Macmillan, 2011)]. Athens: Alexandreia, 2013. 574 pp.

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14

Arena Arredondo (UPEL-Mácaro), Amilcar. "3.Vinculación entre las escuelas técnicas industriales y el sector productivo aragüeño." Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0 21, no. 2 (2018): 37–47. http://dx.doi.org/10.46498/reduipb.v21i2.51.

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El propósito de esta investigación fue analizar, desde una visión curricular, los modos de vinculación entre los actores sociales presentes en las escuelas técnicas industriales y el sector productivo aragüeño. Se fundamentó en el paradigma interpretativo fenomenológico apoyado en el método hermenéutico. Teóricamente, se sustentó en la Teoría de la Acción de Argyris y Schön (1978), además de investigaciones sobre educación técnica, currículo, así como de documentos legales emanados de organismos gubernamentales competentes en materia educativa. Como técnica de análisis se utilizó la Escala de

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15

Jaklič, Gašper, and Tadej Kanduč. "Hermite parametric surface interpolation based on Argyris element." Computer Aided Geometric Design 56 (August 2017): 67–81. http://dx.doi.org/10.1016/j.cagd.2017.08.002.

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16

Grošelj, Jan. "Argyris type quasi-interpolation of optimal approximation order." Computer Aided Geometric Design 79 (May 2020): 101836. http://dx.doi.org/10.1016/j.cagd.2020.101836.

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17

Masayuki, Okabe. "Full-explicit interpolation formulas for the Argyris triangle." Computer Methods in Applied Mechanics and Engineering 106, no. 3 (1993): 381–94. http://dx.doi.org/10.1016/0045-7825(93)90096-g.

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18

Raaijmakers, Stephan, Inge Bleijenbergh, Brigit Fokkinga, and Max Visser. "The gender subtext of organizational learning." Learning Organization 25, no. 1 (2018): 19–28. http://dx.doi.org/10.1108/tlo-05-2017-0048.

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Purpose This paper aims to challenge the alleged gender-neutral character of Argyris and Schön’s theory of organizational learning (1978). While theories in organizational science seem gender neutral at the surface, a closer analysis reveals they are often based on men’s experiences. Design/methodology/approach This paper uses the method of gender subtext analysis, centering on gendering and its interaction with gender, class and race. Findings The dichotomous learning scheme of Argyris and Schön, in which a limited learning approach with alleged masculine values and interaction styles is oppo

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19

García, María Ros. "Presentación: Comentario a la lectura de Argyris y Schön." Reis, no. 77/78 (1997): 341. http://dx.doi.org/10.2307/40183950.

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20

ÖZTÜRK, Cemal. "2016’daki Emniyet Teşkilatındaki Görevden Almalar, Argyris ve Bilimsellik." Strategic Public Management Journal 3 (December 29, 2017): 36–50. http://dx.doi.org/10.25069/spmj.342922.

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21

Bokeno, R. Michael. "The work of Chris Argyris as critical organization practice." Journal of Organizational Change Management 16, no. 6 (2003): 633–49. http://dx.doi.org/10.1108/09534810310502577.

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22

Jucevičienė, Palmira, Palmira Jucevičienė, Jurgita Vizgirdaitė, and Hanan Alexander. "Accessibility and Inclusion in Higher Education: Implementing International Imperatives in National and Institutional Contexts." Pedagogika 130, no. 2 (2018): 46–63. http://dx.doi.org/10.15823/p.2018.21.

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This paper reports on a capacity-building project in higher education known as DARE (Developing programs for Access of disadvantaged groups of people and Regions to higher Education), as viewed through the lenses of Hanan Alexander’s pedagogy of difference, Uri Bronfenbrenner’sbioecological theory of human development, and Chris Argyris’s concept of action science. The project is funded by the European Commission’s Education, Audiovisual and Culture Executive Agency. Following a literature review, the report analyzes data drawn from documents, observations, and focus groups to explore how and

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23

Choi, Yeseul, Jihyun Joo, and Hunseok Oh. "Exploring Mother’s Expectations for Children." Korea Educational Review 26, no. 1 (2020): 125–49. http://dx.doi.org/10.29318/ker.26.1.6.

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24

Fulmer, Robert M., and J. Bernard Keys. "A conversation with Chris Argyris: The father of organizational learning." Organizational Dynamics 27, no. 2 (1998): 21–32. http://dx.doi.org/10.1016/s0090-2616(98)90021-3.

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25

M. Dixon, Nancy. "Use of the Argyris Case Method to Develop Consulting Skills." Performance Improvement Quarterly 4, no. 1 (2008): 31–42. http://dx.doi.org/10.1111/j.1937-8327.1991.tb00489.x.

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26

Mohr, G. A., and A. S. Power. "Natural cubic element formulation and infinite domain modelling for potential flow problems." ANZIAM Journal 45, no. 1 (2003): 133–43. http://dx.doi.org/10.1017/s1446181100013195.

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AbstractA simple formulation of a 9 df cubic Hermitian finite element for potential flow problems is given, using the interpolation of the BCIZ element and after Argyris, defining natural velocities parallel to the element sides. Consistent loads for body forces are also derived and it is shown that these are necessary to obtain accurate results when body forces are significant. Example problems include those of infinite domains for which simpleconditions at infinityare used.

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27

Crossan, Mary. "Altering theories of learning and action: An interview with Chris Argyris." Academy of Management Perspectives 17, no. 2 (2003): 40–46. http://dx.doi.org/10.5465/ame.2003.10025189.

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28

Greenwood, Jennifer. "Reflective practice: a critique of the work of Argyris and Schon." Journal of Advanced Nursing 18, no. 8 (1993): 1183–87. http://dx.doi.org/10.1046/j.1365-2648.1993.18081183.x.

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29

Enright, Helen Patricia, and Amy Gray. "Unpacking the learning on consultant-led ward rounds: Lessons from ethnography in paediatrics." Focus on Health Professional Education: A Multi-Professional Journal 21, no. 3 (2020): 30–43. http://dx.doi.org/10.11157/fohpe.v21i3.336.

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Introduction: Consultant-led ward round education in a busy paediatric setting is a complex process and is often ad hoc. We aimed to observe ward rounds to better understand the education opportunities available.Methods: Drawing on Argyris and Schön's (1974) theory of action, we used an ethnographic approach to observe 30 general medical ward rounds over a 3-month period, from September to December 2016. For this study we analysed the learning opportunities and the content that is explicitly taught in relation to the domains of professional practice that we espouse to teach.Results: There were

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30

Crossan, Mary. "Chris Argyris and Donald Schön's Organizational Learning: There is no silver bullet." Academy of Management Perspectives 17, no. 2 (2003): 38–39. http://dx.doi.org/10.5465/ame.2003.10025187.

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31

Piotrowski, Chris, Stephen J. Vodanovich, and Terry Armstrong. "THEORETICAL ORIENTATIONS OF ORGANIZATIONAL DEVELOPMENT PRACTITIONERS." Social Behavior and Personality: an international journal 29, no. 3 (2001): 307–12. http://dx.doi.org/10.2224/sbp.2001.29.3.307.

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The aim of this study was to systematically survey the use of various theoretical approaches by OD practitioners. To this end, members of the International Registry of Organization Development Professionals were surveyed. The results were based on questionnaire data from 58 OD consultants with an average of 17.3 years' experience. The theoretical approaches of Schein, Lewin, Weisbord, Argyris, and Maslow were, in rank order, the most frequently endorsed. The findings indicate that OD practitioners are largely eclectic in orientation and stress both micro and macro theoretical viewpoints in the

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32

Lansdown, Alan B. G. "A Pharmacological and Toxicological Profile of Silver as an Antimicrobial Agent in Medical Devices." Advances in Pharmacological Sciences 2010 (2010): 1–16. http://dx.doi.org/10.1155/2010/910686.

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Silver is used widely in wound dressings and medical devices as a broad-spectrum antibiotic. Metallic silver and most inorganic silver compounds ionise in moisture, body fluids, and secretions to release biologically active . The ion is absorbed into the systemic circulation from the diet and drinking water, by inhalation and through intraparenteral administration. Percutaneous absorption of through intact or damaged skin is low. binds strongly to metallothionein, albumins, and macroglobulins and is metabolised to all tissues other than the brain and the central nervous system. Silver sulphide

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33

Kapitaniak, T. "Computer dynamics of structure (in German); J. Argyris and H.P. Mlejnek, Vieweg, 1997." Chaos, Solitons & Fractals 11, no. 4 (2000): 641. http://dx.doi.org/10.1016/s0960-0779(99)00152-6.

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34

Hughes, Thomas J. R., J. Tinsley Oden, and Manolis Papadrakakis. "In memoriam to Professor John H. Argyris 19 August 1913–2 April 2004." Computer Methods in Applied Mechanics and Engineering 195, no. 37-40 (2006): v—vii. http://dx.doi.org/10.1016/j.cma.2006.02.002.

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35

Cunha, Miguel Pina e. "Do homem organizacional à organização humana: as bases psicológicas da competitividade através das pessoas." Gestão e Desenvolvimento, no. 5-6 (January 1, 1996): 159–78. http://dx.doi.org/10.7559/gestaoedesenvolvimento.1996.422.

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Este artigo desenvolve-se em torno da ideia de que a obtenção de vantagem competitiva, através das pessoas, implica uma gestão de recursos humanos fundada em filosofias de gestão de pessoal capazes de potenciar as capacidades individuais. Tais filosofias obrigam, por sua vez, ao reconhecimento das bases psicológicas do comportamento organizacional. Nesse sentido, este artigo procura: a) realçar a importância e a actualidade do trabalho de autores clássicos como Herzberg, McGregor e Argyris; b) destacar a importância de relações de trabalho cooperativas em vez de adversativas; e e) discutir a p

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36

Robinson, Viviane M. J. "Descriptive and normative research on organizational learning: locating the contribution of Argyris and Schön." International Journal of Educational Management 15, no. 2 (2001): 58–67. http://dx.doi.org/10.1108/eum0000000005395.

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37

Beer, Michael, Matt Minahan, Greg R. Oldham, and Peter Sorensen. ""The Power of Them: Honoring Management Greats, The Seashores, Argyris, Greiner, and JR Hackman"." Academy of Management Proceedings 2014, no. 1 (2014): 10983. http://dx.doi.org/10.5465/ambpp.2014.10983symposium.

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38

Germann, Christoph, Marc Pollet, and Marco Valerio Bernasconi. "Aspects of European Argyra systematics : molecular insights and morphology (Diptera: Dolichopodidae)." Entomologica Fennica 22, no. 1 (2011): 5–14. http://dx.doi.org/10.33338/ef.4239.

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We focused on systematic aspects of some of the most common European Argyra species. Bayesian and Maximum Parsimony analyses were performed, using three mitochondrial markers (COI, 12S, and 16S) with ten Argyra species as the ingroup, and three other Diaphorinae as an outgroup. The topology of the trees derived from the two analyses was slightly different but not conflicting and allowed the identification of five species groups corroborated by morphological characters. The Argyra argyria species group and the Argyra atriceps species group encompass the majority of the species and can be regard

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39

Duan, Jin, and Yun Gui Li. "A Large Rotation Matrix for Nonlinear Framed Structures, Part 1: Theoretical Derivation." Advanced Materials Research 1065-1069 (December 2014): 2027–33. http://dx.doi.org/10.4028/www.scientific.net/amr.1065-1069.2027.

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In this paper, a large rotation matrix for geometric nonlinear analysis of frame structures is developed by introducing the Rodrigues formula proposed by Argyris to modify the original rotation scheme of Bathe and Bolourchi. In the deduction, the large rigid body rotation of the beam element is decomposed into the relative translational displacements and the axial rotation respectively. Using Rodrigues formula, the large rotation matrix of rigid body can be calculated and sequentially the nodal transformation matrix of the beam element can be derived. And with this transformation matrix, the e

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40

Thorvaldsen, Steinar, and Siri Sollied Madsen. "Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action." Education and Information Technologies 25, no. 6 (2020): 5281–99. http://dx.doi.org/10.1007/s10639-020-10221-4.

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Abstract Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national efforts, practitioners in the education system do not seem to work in line with the given policy. There is therefore a gap between the micro and macro levels, necessitating the need for a closer exploration of the issue. We have conducted a quantitative study of teacher educators and their stud

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41

Sandvoll, Ragnhild. "Feeling good, but missing the mark. What happened to the assessment in peer assessment?" Journal of University Teaching and Learning Practice 11, no. 1 (2014): 17–29. http://dx.doi.org/10.53761/1.11.1.3.

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This qualitative study explores aspects of formative peer assessment through looking at teachers’ and students’ perceptions and practices. The study takes place in a first semester course, where mastering peer assessment was a learning outcome and where formative peer assessment was designed into the course plan as a learning activity. Empirical material is derived from observing two seminar groups and from interviewing teachers and students. Findings indicated that whilst all interviewees expressed positive attitudes towards peer assessment, no one seemed to put much effort into doing it. Usi

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42

Robson, Ian. "Educating the Virtuous Leader: Exploring the Reflexive Practicum." Journal of Business Ethics Education 17 (2020): 133–48. http://dx.doi.org/10.5840/jbee2020178.

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The context of education under scrutiny in this paper is the post-experience practitioner sector, concerning students of ethics in Business Administration at both Masters and Doctoral levels. Responsible leadership is examined as a core theme in business ethics research and education. The paper proposes that responsible leaders require a virtuous mind-set, underpinned by Aristotelian thinking. Responsible leadership and romanticised models of leadership are interwoven in a critique of the technical-rational predominance in leadership and ethics research. The development of reflective practice

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43

Bartunek, Jean M. "From the Editors: Honoring the Legacy of Chris Argyris by Devoting Attention to How Managers Learn." Academy of Management Learning & Education 13, no. 1 (2014): 1–4. http://dx.doi.org/10.5465/amle.2013.0369.

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44

Bloch, Didier, and Nora Borges. "Organisational learning in NGOs: An example of an intervention based on the work of Chris Argyris." Development in Practice 12, no. 3-4 (2002): 461–72. http://dx.doi.org/10.1080/0961450220149807a.

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45

Young, John W. "Book Review: Argyris G. Andrianiopoulos, Western Europe in Kissinger's Global Strategy (Basingstoke: Macmillan, 1988, 262pp., £35.00)." Millennium: Journal of International Studies 18, no. 3 (1989): 501–2. http://dx.doi.org/10.1177/03058298890180030201.

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46

Diamond, Michael A. "RESISTANCE TO CHANGE: A PSYCHOANALYTIC CRITIQUE OF ARGYRIS AND SCHON'S CONTRIBUTIONS TO ORGANIZATION THEORY AND INTERVENTION." Journal of Management Studies 23, no. 5 (1986): 543–62. http://dx.doi.org/10.1111/j.1467-6486.1986.tb00436.x.

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47

Leibenstein, Harvey, and Shlomo Maital. "The organizational foundations of X-inefficiency: A game-theoretic interpretation of Argyris' model of organizational learning." Journal of Economic Behavior & Organization 23, no. 3 (1994): 251–68. http://dx.doi.org/10.1016/0167-2681(94)90001-9.

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48

Reese, Simon R., and Yusuf Sidani. "Learning organization thought leaders interview series." Learning Organization 27, no. 2 (2020): 163–71. http://dx.doi.org/10.1108/tlo-10-2019-0158.

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Purpose The purpose of this paper is to synthesize the learnings from prior interviews with thought leaders in learning organization conceptual development. Prior interviews with Karen Watkins, Victoria Marsick, Michael Marquardt, Bob Garratt and Peter Senge are included in the summary, which is an interim step as The Learning Organization continues to explore the learning organization history and evolution. Design/methodology/approach The paper summarizes prior interviews to uncover commonalities and differences in the development and evolution of the learning organization concepts as describ

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49

Albors-Garrigos, Jose, Jose Carlos Ramos-Carrasco, and Angel Peiro-Signes. "Actional Intelligence, a Key Element for Actioning Knowledge. A Field Study Analysis." Journal of Information & Knowledge Management 15, no. 01 (2016): 1650006. http://dx.doi.org/10.1142/s0219649216500064.

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This paper develops a framework based on a new construct, actional intelligence, and highlights the key elements involved: individual and organisational value alignment and open learning attitudes. It analyses the relationships between them and the individual performance in the organisation. The model is tested using Smart partial least squares (PLS) with a sample of 175 employees in a large organisation belonging to the cosmetics sector. This research also analyses whether these constructs contribute to the organisational performance of individuals. This paper contributes to developing the se

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50

Tosey, Paul, Max Visser, and Mark NK Saunders. "The origins and conceptualizations of ‘triple-loop’ learning: A critical review." Management Learning 43, no. 3 (2011): 291–307. http://dx.doi.org/10.1177/1350507611426239.

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In the organizational learning literature a variety of concepts exists denoting some third order of organizational learning, notably that of ‘triple-loop’ learning. Despite this there has been no systematic, critical consideration of this concept or its origins, impeding both theoretical development and empirical research. Whilst ‘triple-loop learning’ has been inspired by Argyris and Schön, we establish that the term does not arise in their published work. Indeed, we argue that conceptualizations of triple-loop learning are diverse, often have little theoretical rooting, are sometimes driven

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