Learning is the way we create new knowledge and improve ourselves. Brown and Duguid describe organizational learning is the bridge between working and innovating. Organizational Learning is a process to enable organizations to better use the knowledge of their members to make business decisions. In a conventional organization, decisions are often based on management perspective without taking into account the other members of the organization. A business using Organizational Learning recognizes the value added by including all of its members in the decision making process. A Learning Organization recognizes that a business consists of people and it takes a commitment from all in the organization to best obtain the organization’s goals. Through Organizational Learning an organization gains knowledge and develops skills to empower its members to work as a cohesive team. The following table saws some of the key differences between a Conventional Organization and a Learning Organization. Conventional Organization| Learning Organization|
Locked into management’s views of methods and goals.| Flexible and open to new ideas.| Makes decisions based on what currently best fits the organizational structure.| 1. Willing to disregard the status quo in favor of innovation. 2. Management encourages all members to continuously rethink what they do, how they do it, and how they might do it better| Adapts and/or reacts to change.| Anticipates the future and strives to create services and products before others are able to perceive the needs.|
Organizational learning is important to organizational change and development with the changing environment, technologies and other things. As well as it helps to solve organizational problems.
Organizational learning focused originally on the practice of five core disciplines, or capacities as follow: Personal mastery
Managers must go beyond knowing what is important to achieve, they must have the ability to clarify and relay their massage to others within the organization. Mental models
Managers must be able to explain the reasoning behind decisions made, while being open to suggestions from others and being able to handle criticism without being defensive or judgmental. Shared vision
Managers who share their vision with others in the organization are more likely to get feedback on the vision. A shared vision is more likely to receive commitment from the people needed to implement the goals set by management. If people feel they have been involved in the process they are more likely to be committed to the entire process. Team learning
Managers should be able to align and develop the capacity of the team members in order to obtain the team’s desired results. Team learning builds shared vision and personal mastery because a talented team will consist of talented individuals. Systems thinking
Managers need to look at issues as they interrelate with other processes within the organization. Important perspectives of organizational learning
* The system approach (Argyris and Schon)
* Situated learning and communities of practice (Lave and Wennger) Two of the most noteworthy contributors to the field of organizational learning theory have been Chris Argrys and Donald Schon. According to Argrys & Schon is a product of organizational inquiry. This means that whenever expected outcome differs from actual outcome, an individual (or group) will engage in inquiry to understand and, if necessary, solve this inconsistency. In the process of organizational inquiry, the individual will interact with other members of the organization and learning will take place. Learning is therefore a direct product of this interaction. This interaction often goes well beyond defined organizational rules and procedures. Their approach to organizational learning theory is based on the understanding of two (often conflicting) modes of operation. Espoused theory
...Five Disciplines of OrganizationalLearning
Peter Senge described learning organizations as places where “people continually expand their capacity to create the results they truly desire, where new and expansive pattern thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together. Each of these disciplines involves a body of theory and techniques that must be practiced in order for mastery to develop” (Senge 1990). The disciplines are systems thinking, personal mastery, mental models, shared vision, and team learning.
System thinking is the discipline of seeing wholes, perceiving the structures that underlie dynamically complex systems, and identifying high-leverage change opportunities. Peter Senge uses a rainstorm as an example of how humans interrelated actions have a diverse affect on each other, and how humans usually don’t see those invisible links because it takes years to take form. Because people don’t usually see them for years and only focus on snapshots, it arises the questions of why there problems never seem to get solved. According to the author Peter Senge, “Systems thinking is a conceptual framework, a body of knowledge and tools that has been developed over the past fifty years, to make the full patterns clearer, and to help us see how to change them effectively” (1990, p.468). The...
...based on information. Organizationallearning works within the confines of this data-information-knowledge progression in increasing degrees to form knowledge. As organizationallearning increases, it augments and refines organizational knowledge. Knowledge management (KM) provides a way for businesses to optimize organizationallearning and organizational knowledge by helping them make better decisions and take more productive actions. KM is concerned with two areas in the facilitation of organizationallearning and organizational knowledge: the management of information, and the management of people.
Organizations add to and refine their knowledge base through organizationallearning. Argyris and Schon (1978) were two of the first pioneers to propose models for organizationallearning. They described learning as organizations modifying their actions through the detection and correction of errors. Higher-level learning occurs if modified actions change, rather than maintain, underlying objectives and policies (Fiol & Lyles, 1985).
Organizationallearning is an interactive social process of individuals who confirm or change their actions through...
... 1- Introduction
3- Review of the learning Organization
4- Review of the Knowledge Management
Learning organizations are not simply the most fashionable or current management trend, they can provide work environments that are open to creative thought, and embrace the concept that solutions to ongoing work-related problems are available inside each and every one of us. All we must do is tap into the knowledge base, which gives us the "ability to think critically and creatively, the ability to communicate ideas and concepts, and the ability to cooperate with other human beings in the process of inquiry and action (Navran Associates Newsletter 1993).
A learning organization is one that seeks to create its own future; that assumes learning is an ongoing and creative process for its members; and one that develops, adapts, and transforms itself in response to the needs and aspirations of people, both inside and outside itself ( Navran Associates Newsletter 1993).
What learning organizations do is set us free because employees no longer have to be passive players in the equation; they will learn to express ideas and challenge themselves to contribute to an improved work environment by participating in a paradigm shift from the traditional authoritarian workplace philosophy to one where the hierarchy is broken down, and human potential is...
This paper is written about "learning in an organization", in other words, how to transfer knowledge between people who work in the organization. The authors of this study propose that knowledge has two perspectives; one is tacit knowledge and the other is explicit knowledge (Nonaka and Takeuchi 1995), and these two kinds of knowledge can be managed in an organization, which Nonaka and Takeuchi (1995) called SECI model. The theory is put on a situation which I joined. I managed business meeting and made a database which tacit knowledge senior colleagues have, is transferred explicit knowledge. The theory can explain dynamism between two knowledge. However, the theory cannot explain practical situation. On the other hand, a concept of Communities of Practice (Wenger 2002) indicates practical situation. As a conclusion, SECI model is not practical concept in terms of how to manage knowledge transfer from tacit knowledge to explicit knowledge, that is why other concept should be combined and one of which is a concept of Communities of Practice.
I worked in Japan Business Management.inc, healthcare consultancy company for five years, which employs about 360 workers. The company located in Osaka, the second biggest city in Japan. Consulting domains of this company are making strategy, human recourse management, risk management, accounting, and tax management. That is why the company's organizational structure is...
...forward-thinking and the intention should be there, that the whole purpose of KM is to increase and improve the competitiveness of the organization as whole.
Organizational success in terms of KM depends on the relationship between information, tacit knowledge, explicit knowledge, organization knowledge and knowledge management and how organizations utilize it. There are some key factors the needs to be identified by the management of the organization in order to facilitate the process of knowledge management and the dissemination of it.
Globalization has become identified with a number of trends. These include greater international movement of commodities, money, information, and people; and the development of technology, organizations, legal systems, and infrastructures to allow this movement. The trends affected globalization such as greater trans-border data flow, using such technologies as the Internet.
One of the trends is ‘education’ where it is generally seen as a formal process of instruction, based on a theory of teaching, to impart formal knowledge (to one or more students). However, the process of learning can occur, with or without formal institutional education. Knowledge accumulation and the accumulation of skills for using ICTs will occur increasingly outside the traditional institutions of formal education. Learning in the workplace, and through collaborations that sometimes span the global and at other times...
...Learning Activity 5 – Final Project
Empire State College
BME-213704-01X-12SP2 - The Learning Organization
Instructor: Prof. Pauline Chhooi
June 11, 2012
I was not aware that I was employed by a learning organization until I took this course. A learning organization is one that encourages and promotes learning at all levels to empower employees and for the overall betterment and success of said organization. A learning organization is also one “where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.” (Senge, 4) The learning organization I am employed by is a non-profit agency that provides care, in a residential facility, to mentally challenged adults who are referred to as Individuals. The staff at a residential facility comprises of the Supervisor, Assistant Supervisor, Direct Care Counselors (DCC), Cook and Maintenance.
All Supervisors and DCCs are required to attend mandatory trainings such as CPR, First Aid, Automated External Defibrillator (AED), Approved Medication Administration Personnel (AMAP), Strategies for Crisis Intervention and Prevention (SCIP), van...
...Learning Organizations in any Industry
October 22, 2012
Learning Organizations in any Industry
As clearly stated in the article Managing Change Successfully by Eileen Brownell (Sep/Oct, 2000), “Change is inevitable.” Within every company in every industry, change exhibits growth. Without change, companies will become obsolete. With technology continually changing, organizations have restructured the inner-workings of the business. Organizations need to structure the way employees communicate and work together to achieve the underlining goals of the company.
In this article, change is relevant to making concepts into reality. If current projections hold true, technology will change every year, world knowledge will double every 900 days, an English dictionary will be outdated within two to three years, and generation gap will occur every four to five years (Brownell, 2000). Everything in the environment is changing, to survive, change must be accepted. This goes for companies as well. To accept change and make an organization successful, an organization needs to accept the idea of becoming a learning organization. The article insists that change is an opportunity toward constructive growth. Change should be accepted; moving forward not only increases growth for the company but also for the...
Denise L. Smith
OrganizationalLearningLearning organizations can be understood as institutions which allow for expansion of capacity among its employees or people. In such organizations, people have the opportunity to develop and give the desired results. Learning also allows for the nurturance of new ideas and thought patterns. According to Senge, learning organizations involve collective aspirations that are not restricted and enables individuals to be in a continuous learning process (170). The rationality for any learning organizations, according to Senge, is to remain flexible and productive even when they are subjected to drastic changes. Further, learning organizations are expected to remain adaptive and excel in a coerced environment. However, Senge is clear that such adaptive and productive mechanisms cannot just occur, but organizations and the leadership must see and trap the commitment of the partners or workers, and develop their capacity to learn at various levels (Senge 170). This is because individuals have the innate ability to learn, however, structures that these same individuals’ functions are not supportive and sometimes fail their full engagement. Senge also argues that individuals may be willing to learn, but circumstances do not provide guiding ideas in order for them to interpret the environment on which they operate....