The Relationship between Organizational Learning and the Learning Organization
During these years, there has been an increased trend toward emphasizing on the importance of learning in organizational management, due to the managers were told that the economy has turned into a knowledge economy (Drucker, 1993 cited in Berends et. al, 2003), and that knowledge and learning “are of prime importance for creating and sustaining competitive advantage”(Nonaka, 1994 cited in Berends et. al, 2003). This great change has encouraged organization to not only adapt and acquire knowledge but also to learn how to apply what they learned into practice. Therefore, to develop organizational learning and to be learning organizations become extremely important.
However, there is a debate on the relationship between organizational learning and the learning organization, that whether they are different or can equal to each other. Easterby-Smith and Araujo (1999) indicated that, although theorists of learning organizations have drawn lessons from organizational learning, there has been differences exist. For example, the literature on “organizational learning has concentrated on the detached collection and analysis of the processes involved in individual learning inside organizations; Whereas the learning organization literature has an action orientation toward using specific evaluative methodological tools to promote and evaluate the quality of learning processes inside organizations” (Easterby-Smith & Araujo, 1999; Tsang, 1997).
Therefore, the purpose of this paper is to explore the relationship between organizational learning practices and the learning organization. The paper is organized as follows. First, it will explain what organizational learning is and what does organization does learned looks like. Then it will explore the characteristics of learning organization, and how to be a learning organization. At last, it will focus on discussing the relationship between organizational learning and the learning organization. The paper will conclude that an organization that learns does not automatically mean that it is a learning organization.
There are a great many of theorists have defined “organizational learning”. A quite common view from most traditional researchers on organizational learning or "old" organizational learning believed that, organizational learning means the individuals learn as agents for the organization (Huber, 1991 cited in Ortenblad, 2001). However, in order to show the organizational learning is valid, the knowledge learned by individuals must be stored in the memory of the organization, such as the shared mental models, which include routines, rules, procedures, documents and culture (Ortenblad, 2001).
In the 1990s a social approach to learning has appeared in the organizational learning literature (Ortenblad, 2001). There are two main differences between new organizational learning and old organizational learning. First, the former perspective restrict organizational learning to learning by key individuals or learning by the “dominant coalition” (Dodgson, 1993 cited in Berends, et. al., 2003). But many other authors argue that it is more than a simple aggregation of individual learning. Instead, it is more correct to say that organizational learning is collective learns that everyone as social beings needs to participate in it. There is a common idea about organizational learning is that, it involves the creation of knowledge by individual learning and the subsequent transfer of gained knowledge to others (Kim, 1993 cited in Berends, et. al., 2003). Second, the old organizational learning believed knowledge can be stored, while in the new perspective of organizational learning, it is context dependent (Lave and Wenger, 1991 cited in Ortenblad, 2001). Accordingly, it is indicated that knowledge cannot be stored without changes. The knowledge or the...
...LearningOrganization: Answer to Organizational Growth
Organizations are established to fulfil various needs of the people. The organizational objectives could be achieved via the organization’s growth-oriented mechanism which is inevitable in today’s competitive world. However, the most important factor which needs to be taken into consideration towards achieving the objective is the people or staff members who directly have impact on the productivity of the product or services. Negative behaviour such as absenteeism and high turnover rates will increase the production cost and adversely affect the productivity, thus affecting the overall organisational growth.
Organizational behaviour is a field of study that investigates the impact that individuals, groups and organizational structure have on behaviour within the organization, for the purpose of applying such knowledge towards improving an organizational effectiveness. Organizational behaviour is concerned with the study of what people do in an organisation and how that behaviour affects the performance of the organisation (Robbins:1998,9). Organizational behaviour is also defined as “the study and application of knowledge about human behaviour related to other elements of an organization such...
Denise L. Smith
OrganizationalLearningLearningorganizations 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, learningorganizations involve collective aspirations that are not restricted and enables individuals to be in a continuous learning process (170). The rationality for any learningorganizations, according to Senge, is to remain flexible and productive even when they are subjected to drastic changes. Further, learningorganizations 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...
... Organizations in the United States are constantly changing. Some are changing for the better and others are changing for the worse. Those that are successfully changing are most likely considered learningorganizations. These learningorganizations are constantly learning and incorporating new knowledge into their everyday work. They all have a lot in common in the way they go about their day to day and long term operations. I would like to discuss some specific organizations and why they are considered learningorganizations. Before examining a few organizations, lets look at what a learningorganization is and what some characteristics of learningorganizations are.
A learningorganization is one of any size that encourages an environment of learning and progress. An organization can come in many different forms. It can be a large business, a small local business with a few employees, a school or non profit organization. The vision may be the most important aspect of a learningorganization. Looking toward the future and constantly trying to improve and evolve will make a successful learningorganization. Richard Karash has said "A...
...0 LearningOrganization 0
In a way those who work in a learningorganization are “fully awakened” people. They are engaged in their work, striving to reach their potential, by sharing the vision of a worthy goal with team colleagues. They have mental models to guide them in the pursuit of personal mastery, and their personal goals are in alignment with the mission of the organization. Working in a learningorganization is far from being a slave to a job that is unsatisfying; rather, it is seeing one’s work as part of a whole, a system where there are interrelationships and processes that depend on each other. Consequently, awakened workers take risks in order to learn, and they understand how to seek enduring solutions to problems instead of quick fixes. Lifelong commitment to high quality work can result when teams work together to capitalize on the synergy of the continuous group learning for optimal performance. Those in learningorganizations are not slaves to living beings, but they can serve others in effective ways because they are well-prepared for change and working with others. Organizationallearning involves individual learning, and those who make the shift from traditional organization thinking...
REVIEW, PRACTICE & APPLICATION
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The concept of the learningorganization was quite popular in the 1990’s. What is the learningorganization, and what kind of impact should it have? This paper reviews several theories of the learningorganization, including some criticisms of it, and takes a practical application approach to review two organizations using some of the analysis tools created by the theorists.
Table of Contents
Defining the Learning...
- BB2 - 6 sigma is not well explained
- the risk for organizations
- final considerations
1.1 Executive summary/ L.O!
In times of uncertainty and change, organizations need new and effective managerial tools in order to cope with the rising competitiveness of markets. In this context, the concept of organizationallearning is receiving growing attention among both managerial and academic surroundings in the last two decades.
Among many possible definitions of a LearningOrganization, David A. Garvin, a leading scholar in this field, suggests the following:
“an organization made up of employees skilled at creating, acquiring, and transferring knowledge. These people could help their firms cultivate tolerance, foster open discussion, and think holistically and systemically. Such learningorganizations would be able to adapt to the unpredictable more quickly than their competitors could.”.
A learningorganization is aimed at increasing the flexibility and effectiveness of a company, making it react faster to changes in a competitive environment. This is achieved in cultures who constantly foster knowledge inside their organizations.
Although this general idea of organizationallearning may appear rather simplistic at first glance, it's practical integration...
January 7, 2013
A LearningOrganization is one in which people at all levels, individually and collectively, are continually increasing their capacity to produce results they really care about, (Smith, 2001). Many organizations are becoming learningorganizations because of the benefits associated with doing so. Several of the same organizations will require a cultural change in order to become a learningorganization. According to Smith (2001),
[l]earning organizations provide continuous learning opportunities, use learning to reach their goals, link individual performance with organizational performance, foster inquiry and dialogue; making it safe for people to share openly and take risks, embraces creative tension as a source of energy and renewal, and are continuously aware of and interact with their environment (p. 4).
Employees are able to see their value within a learningorganization. These individuals know and understand the organization is interested in not only its success, but in the development of its employees as well. In this assignment, two examples of learning...
...The Relationshipbetween Perceptions of Organizational Politics and Employee Attitudes
Organizational Politics is seen as a necessary evil aspect of work environment. Several studies have been performed that have compared organizational behavior with other activities and outcomes in the workplaces, such as job satisfaction, affective organizational commitment and job anxiety. However, despite studies, there has been no significant linkage between political perceptions and turnover. Thus, any evidence linked perceptions of organizational politics to the above outcomes c an suggest more than one interpretation. Ferris et al (1989) suggested that perceived politics may lead to positive outcomes when they are experienced as opportunity stress. It seems that employees respond to opportunity stress by putting more time and effort into their jobs to make a bad situation better.
Theorists have provided two explanations that link perceptions of organizational politics to negative politics to negative work outcomes. The first explanation suggests that politics are a source of stress reflected by employees' attitudes. The other theory suggests that ideas of organizational politics are detrimental to the maintenance of healthy employee-organizational exchange relationships Aryee et al.; Hall, Hochwarter,...