Abstract
This paper examines the Theory X and Theory Y that were proposed by Douglas McGregor in his book titled "The Human Side of Enterprise." The paper discusses the assumptions that the theories are based on and how they relate to the way that employees work in an organization. The paper then looks at the maturity / immaturity theory developed by Chris Argyris and how it differs from McGregor's theories.

Table of Contents:
Maturity/Immaturity Theory

From the Paper
"According to the content of the theory, 'the command and control environment is not effective because it relies on lower needs as levers of motivation, but in modern society those needs already are satisfied and thus no longer are motivators' (Leslie, 2001). In this regard, it is expected that the employees will develop their discomfort towards the work, and will be reluctant to accept any responsibility, and 'will have no interest in organizational goals, resist change'. This eventually proves the fact that the theory 'is a self-fulfilling prophecy' (Andrew, 2005). As per the content of the theory, work is taken as a medium responsible for the satisfaction of the lower requirements of the employees, whereas the leisure time is the source of satisfaction of higher needs, but 'it is in satisfying their higher needs that employees can be most productive' (Andrew, 2005)."

Tags:employees, motivation, enterprise

Abstract
The paper discusses various motivational theories that attempt to explain what factors motivate one to excel when given appropriate tasks. The paper provides a comparison of classical and modern motivational theories that include Maslow's hierarchy theory, Hertzberg's two-factor theory, Alderfer's ERG theory and McClelland's acquired needs theory. The paper then applies these theories to the field of education and explains why McClelland's acquired needs theory is most applicable to this field while Argyris' theories are also relevant.

From the Paper
"Maslow's theory focuses on fulfilling needs in this order: physiological, safety or security, self-esteem and actualization, the highest level or state of psychological independence (Geen, 1995). Herzberg takes a more simplistic approach, suggesting that motivating factors such as recognition or responsibility in the workplace ultimately lead to greater psychological satisfaction, whereas secondary factors he labels "hygiene factors" lead to dissatisfaction or a lack of motivation if not readily available, including job security for example or adequate perceived bonuses or compensation. Herzberg's motivational theory is much simpler and thus more easily adopted than Maslow's theory of hierarchical needs (Geen, 1995)."

Tags:Maslow, Hertzberg, McClelland, Argyris, Alderfer

Abstract
This paper examines the elements of a learning organization, chiefly the five learning disciplines as defined by Peter Senge, and looks at how these elements can be applied to an organization undergoing a profound change process. Moreover the paper details how human resources can become involved in the process and how double loop learning, first advanced by Chris Argyris, can allow Verizon Business to avoid the errors which doomed the former WorldCom.

From the Paper
"The following paper will briefly explore the disciplines or elements which constitute a genuine learning organization and how these elements can be incorporated into Verizon Business (formerly WorldCom) so as to avoid the pitfalls of the past. The paper also examines the concept of double-loop learning and contemplates how this can be used to benefit Verizon Business in the present and future. No less importantly, the paper points out the integral role that human resources will play in the company's future as it sets about shifting from an embattled former entity to a prosperous twenty-first century corporation. With this in mind, it is to a discussion of these issues that we now turn."

Tags:learning, organization, change

Abstract
This paper discusses how organizational learning is becoming an increasingly important tool in helping organizations to adapt to our quickly changing economy and social environment. It does this through the review of four different articles by different theorists. These articles offer a variety of approaches from cognitive and psychological, to an understanding of employee motivation and job satisfaction. Taken together, they offer a solid guide for organizational learning in the new economy.
The articles are :
"Organizational Learning II : Theory, Method, and Practice" by Chris Argyris & Donald A Schon.
"Motivation through the design of work? Test of theory" by J.R Hackman and G.R Oldham.
"Review and Clinical Utility of: The Neurotic Organization" by Manfred F. R. Kets de Vries and Danny Miller.
"The Addictive Organization: Why We Overwork, Cover up, Pick up the Pieces, Please the Boss, and Perpetuate Sick Organizations" by Anne Wilson Schaef and Diane Fassel.

From the Paper
"Hackman and Oldham's job characteristics model focuses on how enrichment and job satisfaction derive from attitudes and behaviors. The five core dimensions of skill variety, task identity, task significance, autonomy, and the degree of direct feedback are important criteria in defining any job. Hackman and Oldham argues that the five core job dimensions in turn influence the worker's psychological states. These three states are experienced meaningfulness of work, experienced responsibility for the outcome of work, and the knowledge of the results of the work outcomes."

Tags:economy, social, theorists, maps, job, satisfaction, workers

Abstract
This paper surveys the main contributors to the theory and practice of organisational learning. It begins with a brief discussion on the origins of organisational learning and the environmental conditions, which have contributed to the recent rise in popularity in the methods and practices of the learning organisation. The contributions of Senge, (1990), Pedler M, Burgoyne J & Boydell T, (1996), Argyris C & Schon D, (1978, 1996) and Dixon N, (1999) to the organisational learning debate are compared and contrasted in order to gain an overview of the principles and practices involved.

From the Paper
"Personal mastery is the cornerstone of the learning organisation as depicted by Senge, (1990). It is seen as the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively. In this sense personal mastery is not about the acquisition of particular sets of skills and knowledge; rather it embodies two underlying processes which facilitate a more fundamental and transferable learning namely clarifying what is important and learning how to see reality more objectively. In practice the application of these processes at an individual level produces a "creative tension" resulting from the juxtaposition of vision (what is important and desirable) and a clear perspective of reality (the current position). Such creative tension produces a force with the energy necessary to bring the two together."

Tags:deuterolearning, discipline, dissemination