inspire high levels of personal loyalty from employees to leaders (Mullins, L. 2005).
转型型领导者能够有效地向组织传达他们的愿景，并提供一个环境，让个人有能力实现这一愿景。转型型领导者提供的工具可以帮助员工实现伟大，而不是告诉员工该做什么。变革型领导力的一个子集是魅力型领导力，它建立在这样一种理念之上，即纯粹的人格力量足以为组织提供领导力，并激发员工对领导者的高度个人忠诚度。
3.6 Organisational Learning 组织学习
Dixon (1994) describes the essence of organisational learning as “the organisation’s ability to use the amazing mental capacity of all its members to create the kind of processes that will improve its own” (Dixon 1994 cited in Wilson 1999). They are organisations where individuals constantly expand their capacity to create the results they truly desire. They have systems, mechanisms and processes in place, that are used to continuously enhance their capabilities to achieve sustainable objectives. To achieve this strategy there is an open culture which promotes learning in both formal and informal methods. Mistakes are discussed and reviewed, theoretically without blame being apportioned (Wilson 1999).
Dixon将组织学习的本质描述为“组织能够利用其所有成员惊人的心理能力来创造能够改进自身的过程”。他们是个人不断扩大能力以创造他们真正想要的结果的组织。它们有系统、机制和程序，用于不断提高实现可持续目标的能力。为了实现这一战略，有一种开放的文化，它促进正式和非正式方法的学习。对错误进行了讨论和审查，理论上没有指责。
Through the constant reviewing learning organisations are adaptive to their external environment, continually enhance their capability to change/adapt, develop collective as well as individual learning and use the results of learning to achieve their objectives. There is free exchange of information, with systems in place to guarantee that expertise is available where it is needed; individuals network extensively, crossing organisational boundaries to develop their knowledge and expertise. All of these traits are present at Gore.
通过不断的审查，学习型组织能够适应其外部环境，不断提高其改变/适应的能力，发展集体和个人学习，并利用学习结果实现其目标。信息自由交流，建立了系统，以保证在需要的地方提供专业知识；个人广泛地建立人际网络，跨越组织边界来发展他们的知识和专业知识。所有这些特质都体现在戈尔身上。
Employees are valued for their ideas, creativity and past experiences. Within this culture employees’ diversity is treated as strength, and individuals are encouraged to develop ideas, to speak out, and confront actions. With organisations requiring innovative skills to survive; this is based on complexity of the chaos theory. The format of Gore is viewed as self-regulating, emergent, open, whole systems. Capra (2002) discussed the change in organisations as “a contrast in the metaphor of organisations being machines to that of organisations as living systems” (Capra 2002 cited in Nixon 2004:58).
员工的价值在于他们的想法、创造力和过去的经验。在这种文化中，员工的多样性被视为力量，鼓励个人发展想法、畅所欲言和直面行动。组织需要创新技能才能生存；这是基于混沌理论的复杂性。戈尔的形式被认为是自我调节的、紧急的、开放的、完整的系统。Capra将组织的变化讨论为“组织是机器的隐喻与组织是生活系统的隐喻的对比”。
It has been discussed that the foundation of a “learning organisation” is uncomplicated, and therefore should be treated as such. It is based simply on the recognition that change is constantly with us. Problems are becoming more complex, with demands on resources greater; the available ‘technology’ is ever more complicated. The knowledge explosion and the pace of change demands an unparalleled learning reaction from organisations. With quickly evolving technology, declining natural resources and increasing global competition, lead to organisations needing learn more and learn it faster (Bennett, J & O’Brien. M.1994).
有人讨论过，“学习型组织”的基础并不复杂，因此应该这样对待。这仅仅是基于这样一种认识，即变化一直伴随着我们。问题越来越复杂，对资源的需求越来越大；现有的“技术”越来越复杂。知识爆炸和变革的步伐要求组织做出无与伦比的学习反应。随着技术的快速发展，自然资源的减少和全球竞争的加剧，导致组织需要学习更多，更快地学习。
Hawkins (1994) discussed the application of a learning organisation as “a change at the heart of our understanding of learning, a shift from viewing learning as being abrupt facts to learning as a more multi-faceted and dynamic process” As Hawkins suggests, it is not that we are learning any differently than before but “our understanding of how we learn has begun to catch up with what happens in practice” (Hawkins, 1994:9).
Hawkins将学习型组织的应用讨论为“我们对学习理解的核心变化，从将学习视为突然的事实转变为将学习视一个更加多方面和动态的过程”。正如Hawkins所建议的，这并不是说我们的学习方式与以前有所不同，而是“我们对如何学习的理解已经开始赶上实践中发生的事情”。
The learning process has been challenged within Gore to create a culture that allows continual lear
