Organization Learning and Development in Business Environment - Essay Example

Learning Organization and Organizational Development Introduction: In modern times the environment in which business organizations operate has been changing rapidly and we may consider globalization as one of the contributor factors. Changes in environment have caused business organizations to change in reaction to remain competitive. These changes are not cosmetic, but go to the very heart of the organization, which is the human resource asset that organization possesses. Success of business organizations in these challenging times will be based on their understanding of the changed environment in which they operate and the manner in which they manage the changes required of them. Learning Organization and Organizational Development: Organizational learning is the process involving the detection of changes required in an organization to be more effective in a changing environment and taking the necessary steps to ensure that the changes are effected. Organizational learning involves the creation of a culture within the organization, wherein learning is an integral functional constituent in all its activities. There are four vital parts to organizational learning. These are the acquisition of knowledge, distribution of information, interpretation of information, and the organizational memory. Knowledge exists in the processes and is embodied in the people, who make up the organization. Learning skills are also in abundance in an organization. However it is the managerial practices and the creation of the underlying value for knowledge that enables the processes of organisational learning to become a part of the daily functioning of the organization. Organisational learning requires the creation and control of the external as well as the internal knowledge for the purposes of use in the present circumstances and also use in the future. An examination of organizational learning makes it clear that there are four aspects to each, with each of these aspects being an operational expression of an underlying value of the organization, which is strongly supported by managerial action demonstrated through procedures and incentives. The first aspect of organizational learning is the ability to identify problems in current activities and resolve them. The second aspect is the integration of internal knowledge for utilisation in the functions and projects of the organisation. The third is the use of innovation and experimentation as investments for the future and finally the integration of all the external knowledge flows There are two ways in which an organization can encourage learning within an organization. The first is through the fostering of individual learning. The former is by encouraging the individual learning of the people that make up the organization and the other is by creating a culture of organizational learning. Within these two methods lies the difference between individual learning and organizational. In the first method it is assumed that the sum total of all individual learning in the organization constitutes organizational learning. The first approach to organizational learning is far from sufficient. There is no denying that individuals learn and adapt from experience. However individuals differ in their learning and reaction to a given situation in their willingness to experiment and innovate. There are those that would take experiment that would experiment and innovate more, while those that would be more conservative in their approach. Organizational learning thus cannot be the sum total of all the individual learning within it. There is no denying that individual learning and the knowledge in the possession of individuals assist in organizational learning, but organisational learning is much more than that for it calls for the creation, assimilation, transfer and utilisation of the knowledge to enable to adapt and be effective in a changing environment. The sum total of the individual learning in an organisation and its reaction would be different from organisational learning and its adaptation to be effective in a changing environment (Argyris, 1999) There are several definitions for a learning organization. Stewart, J. 1996, pp.79, provides an appropriate definition of a learning organization through this definition. “A learning organization is an organization skilled at creating acquiring and transferring knowledge and at modifying its behaviour to reflect new knowledge and insights”. An analysis of the definition of a learning organization provides four vital components of a learning organization. The first is that learning within an organization is expected to bring about changes in organizational behaviour. The second component is that of the possession of skills within the organisation and among these skills is the learning skill. The third component is the requirement for transferring knowledge. It is in the transferring of knowledge that the key issue of individual learning and its translation into organisational learning play a part. The final component is that the terms behaviour, skills and knowledge imply that the main participants of the learning process on a learning organization involves the human resource asset. There are four features that distinguish a learning organization. The first is that it is an organization made up of individuals that are committed, as well as, capable of managing their own development or in other words capable of managing individual learning. This may be difficult to find in each and every individual in the organization, but in essence is present in all of the individuals that make up the organization. The second essential feature is the presence of processes and methods that promote and support mutual learning. This means the enabling and facilitation of group-based learning in the organization. However just individual or group learning is not sufficient to create a learning organization and this brings into play the requirement of the third feature and that is the methods and processes that enable the dissemination of and sharing of the learning to all sections of the organization. All these features either do not come into existence or become irrelevant if the fourth and essential feature of a learning organization in the appropriate learning culture is missing. This feature requires a culture and management style that promotes experimentation, risk taking, involvement and independence in every individual in the organization and in all parts of the organization, because an organization that fosters a culture and management style based on dependence, conformity and control is not compatible to the concept of a learning organization (Stewart, 1996). Organizational Audit for Organizational Learning: To evaluate whether organization learning is occurring it is essential whether the processes involved in organizational learning are present on the organization. Nevis, DiBella and Gould, 2001, suggest that this could be done by doing an audit of the organization to ascertain the presence of ten facilitation factors that go into organisation learning, namely, scanning imperative, performance gap, concern for measurement, experimental mind-set, atmosphere of openness, continuous education, operational variety, multiple advocates, involved leadership and systems perspective. Scanning imperative is the capability of the organization to understand the environment in which it functions. Many organizations think they do understand the environment, but in reality do not and end up in trouble, because of this failure. The scanning imperative is the sufficient effort that is put in by the organization to ascertain what their competitors are up to and understand its impact on the market. Nevis, Dibella and Gould provide the example of Motorola increase its scanning effort to show it what the others were doing, with particular emphasis on the Japanese, as a part of its effort to increase its competitive effectiveness and securing the Baldridge Award. Performance gap implies the manner in which managers analyse the variances that may occur in the targeted performances and the actual performance. A gap implies failure and the manner of analysis has an impact on whether there would be a tendency for experimenting to provide new insights and skills to avoid reoccurrence of such performance gaps. A second factor that needs auditing in performance gap is whether scope is provided for visualizing anything that was not previously noted in the analysis of performance gaps. His is a learning process that leads to the realization that something that is already known may not be working to satisfaction. Concern for measurement is the presence and development of the use of metrics in the support of learning in the organization. The importance of metrics in total quality management programs known, as it enables target-setting programs. However in the learning process it is the response to the feedback that metrics provides that is important in the audit for organizational learning. Presence of an experimental mind set among the managers enables quicker and greater learning. Such enhanced learning occurs when managers act like research scientists in their delivery of goods and services. Atmosphere of openness enables individuals to express their opinions freely, without fear. It also ensures that there is no hindrance in the flow of information between all levels and parts of the organization. An indication of this openness can be seen in the extent to which errors that occur are shared and not hidden. Presence of commitment to continuous education is another audit factor. This commitment needs to percolate to all levels of the organization. This commitment should not be restricted to just the formal development programs for the individual, but needs to be spread to include any developmental activities. A feeling that education never ends, but continues needs to permeate within the organization. This spread should be not just within the training and development groups, but to every section and level in the organization. Operational variety means the acceptance that a work objective may be accomplished in different ways. This means that there is organizational support for variations in strategy, policy, process and structure. This makes the personnel of the organization more adaptable to circumstances and enhances future learning. The presence of multiple advocates besides the involved leadership is indicative of speed and extent to which learning would spread in the organization. This is because more the number of advocates for the changing of a basic value, the more rapid and extensive would be the spread of learning in the organization. Involved leadership is the presence and extent to which leadership at every organizational level is engaged in the implementation of the learning process in the organization. Leadership needs to be seen as an active and early participant in any learning effort. Systems perspective is the quality of the key actors of the organization having a broad vision of the interdependency of organizational variables. This implies that the managers look more inwards rather than outwards in ascertaining causes for their difficulties. (Nevis, DiBella & Gould, 2001). Identifying a Learning Organization: The presence of five attributes ascertains whether an organization is a learning organization. Garvin 1993 identifies and clarifies these five attributes. These five attributes are “systematic problematic solving, experimentation with new approaches, learning from their own experiences and past history, learning from the experiences and best practices of others and transferring knowledge quickly and efficiently throughout the organization”. Many an organization indulges in learning by applying these attributes, but fails to create the essential systems and processes that support these activities and make them an integral part of their daily operations and this fail to be learning organizations. In addition each of these attributes need a clear and distinctive mindset, tool kit and pattern of behaviour to be truly considered as attributes present to contribute to a learning organization. The initial attribute of problem solving is grounded in the philosophy and methods of the quality movement, which consists of reliance on scientific methods rather than any guesswork in identification of problems. Data not assumptions thus become the basis for decision making in the organization and statistical tools gain importance in the compilation of data and analysis for inferences. Through experimentation it is meant that the organization is involved in the systematic searching for and testing of new knowledge. In problem solving the motivation is the presence of current difficulties, but in experimentation the motivation for the organization lies in opportunities and the expansion possibilities. In a learning organization this can be seen in two activities, namely, ongoing small experimental programs and one-of-a-kind larger demonstration programs. In a learning organization the attribute of learning from their experiences and past history is visible through the presence of reviews of their past successes and failures, which is systematically assessed and recorded in a manner that is accessible to all the employees. In doing so the organization demonstrates its willingness to accept mistakes of the past, reflect on it and pass this information on to ensure that a repetition does not occur. Learning is not a process that is confined to the limits of the organization only, but becomes more comprehensive when the organization extends its vision to the availability of knowledge outside the organization. Thus in a learning organization learning from others is demonstrated through its willingness to search for success lessons in not just in its immediate competitive environment, but from others in any business environment. An example of this would be the presence of bench marking that result from observing the practices of successful organizations and their customer demands. The final attribute is the transference of knowledge available to all sections of an organization. Several mechanisms are available for this and the presence of these mechanisms identify the transference of knowledge and the presence of learning in the organization. These mechanisms are written, oral and visual reports; site visits and tours; personnel rotation programs; education and training programs; and standardization programs (Garvin, 1993). Relevance of the Concepts of Organizational Learning and Learning Organization for Managers and Adult Educators: The relevance of the concepts organizational learning and learning organization for managers arises from the fact that though there are differences in organizational and individual learning, the fundamental phenomena for learning in individuals and organizations are the same. As managers and adult educators need to stimulate the need for learning and bring about a successful conclusion to the learning process an understanding of the concepts of organizational learning and learning organizations is useful. There is a subtle difference in constructs of organizational learning and a learning organization. Organizational learning is the presence of a culture and processes that fosters individual learning and through it organizational learning behaviour. For such a culture, rewards and sharing of power become pre-requisites. While in the construct of learning organizations there is activity towards the creation of knowledge within the organization and the mobilisation and the transfer of this asset to bring about the appropriate changes in the functions and operations of the organization to face the challenges of a changing environment. Thus the key to the difference in organizational learning and a learning organization is the interaction of individuals in the organization that behoves a learning organization (Argyris, 1999). What are the implications for managers and adult educators on this subtle differentiation of the concepts of organizational learning and a learning organization? The implications lie in that creation of a culture or atmosphere is not sufficient for learning in individuals by themselves or as groups of individuals. A better understanding of what promotes learning in individuals or as a group of individuals are essential for active creation of knowledge in individuals and the transfer of this knowledge to other individuals in the organization. The key difference in active learning as an interaction of individuals is suggestive that learning occurs better in groups of individuals. In addition Dixon, 1999, points out that the traditional learning has come to mean “thoroughly grasp what an expert knows”, but that this has not fully valid in adult education or for managers. Such a concept has come about because of the premises that there is always only one right answer, which is known and identification of the knowledgeable person and understanding the answer provides the solution. While these are not false premises, they are extremely limited ones and not so useful to managers and adult educators. Concepts of organizational learning or learning organization tells us that there is no single expert and that there are several answers and several means to attain the same goal, individuals that are affected by a challenge have the capacity to develop useful knowledge to resolve it and that learning occurs as a deliberate action that could occur through practical experience in a work environment. Continual learning of a learning organization indicates that learning is not just a classroom process, but is a continual process that occurs in the workplace. The confining atmosphere of a classroom is not satisfactory for the promotion of continual learning in adults. Adult educators and managers need to create an atmosphere that promotes learning in adults through a process of sharing, as learning tends to create equals rather than provide power to the educator or manager. Concentration on the individual or the group of individual requirements as suggested by organizational learning implies that managers and adult educators develop clarity in the different requirements of an individual or a group for learning. The essence of the learning process remains the same for all individuals and groups and is through direct experiences of sensory data; verbal transmission of information like ideas from others, reports and books; and the reorganization of that which is already known into new knowledge configurations. However individuals and groups accept inputs at different levels of assimilation and the manager or adult educator needs to understand this and provide the most assimilated means of input to an individual or a group. A single strategy to suit all may not be satisfactory. The second important differentiation that the manager or the adult educator needs to make here is in the new knowledge configurations may differ. Acceptance of this and that this difference contributes to increased variety in the learning experience is necessary for adult educators and managers in keeping with concepts of organizational learning and learning organizations. (Dixon, 1999). Implications for Communication Management: Communication is essential to learning in an organization, for it is communication that allows the dissemination of knowledge that is essential activity in a learning organization. In this age of dramatic developments in information technology, the creation of communication networks that are capable of disseminating information to all levels of the organization in various forms is hardly considered difficult or very costly. The issue lies not in the creation of such communication channels in the organization, but the manner in which they are used or rather authorized for use in the knowledge dissemination process. Kanter 1998 associates a high level of innovation and capability for change in organizations with open communication channels. An open door communication policy reflects in the physical arrangements in the organization and in the management of communication. By physical arrangements it is meant there are any closed offices to any levels in the organization and any individual is authorized to meet another at any level without interruption of the function of either. In short interactivity between individuals at any level is encouraged. There is no feeling of going above any other’s head to voice an opinion, a suggestion or a grievance. Information distribution is an important function of communication management in a learning organization. The processes by which information is interpreted and the means by which it is distributed to create knowledge and the storage of this knowledge form an important part of communication management. Communication management can make use of tacit know-how, letters, memos, informal conversation and reports captured and distributed and encourage the discussion of anecdotal work experiences in spreading the knowledge acquired by the organization. It is important that communication management realizes that the greater the sharing and distribution of information the greater then learning that occurs in an organization. When information flows freely and is easily accessible at all levels technical data and alternative perspectives are more easily acquired, thus facilitating both the creative and political sides of innovation (Kanter, 1998). My Experiences in Communication Management: Computer networks do offer an effective means for storing and distributing information, but it has one serious flaw. Many individuals are not comfortable with the “abstracts and stylized facts” that computers churn out for them. They prefer information to be transmitted through verbal media in face-to-face conversations or sessions. This specifies the importance of traditional verbal means of spreading information. Computer networks may be useful in storage and retrieval of knowledge, but in spreading information verbal face-to-face transfer of information is more acceptable at all levels in an organization. Thus it becomes important to differentiate the use of computer networks and verbal communication in the communication management of a learning organization Electronic mail is an efficient communication means, but needs to be restricted to well-defined texts in monitoring task status, coordinating efforts, exchanging factual information, sending alerts and broadcasting information. However, when defining and discussing problems and solutions face-to-face interaction is the more effective communication means. It provides better building of a shared understanding of the situation, allows for discussion of shifting priorities and external pressures, better understanding of ambiguous signals and interactivity of individuals at all levels. In short electronic communication is an effective means for communication, but it is face-to-face interaction that is richer, provides greater interactivity and immediate feedback and creates the social environment needed for fostering learning in an organization. (Baker, 1994). . Annotated Literary References Argyris Chris. 1999. On Organizational Learning. Second Edition. Blackwell Publishing, Oxford. The author provides a detailed understanding of organizational learning and its impact on the organisation and the human resources element of the organization. It focuses on organizational learning and action science, organizational development and the human resources of the organization. The theories put forward by the author on organizational learning are in keeping with the generally accepted views on organizational, with the slant provided by the author towards emphasis on the human resources. Human resources are a key to organizational learning and by providing an in depth understanding of the human element in organizational learning. The author provides insight into this important aspect of organizational. It is these aspects of the book that make it suitable for addition to the references used for this study. This book is useful for this study in that it besides providing clarity on organizational learning also demonstrates the inter-relation between organizational learning and individual learning. In addition it provides the means to distinguish between individual learning and organizational learning. Baker, Wayne. (2001). ‘Building Intelligence Networks’ in Knowledge Management and Organizational Design, ed. Paul S. Myers, Butterworth-Heinemann, Oxford, pp. 209-228. This article is part of a collection of articles that discuss such key issues like decision-making, organizational structure, innovation, strategic alliances, managing knowledge workers and power relations. These articles provide solutions to a number of crucial knowledge management dilemmas. The article provides a solution to the dilemma that a communication manager faces in the use of highly efficient computer networks and the traditional face-to-face interaction in the distribution of information in a learning organization. It clearly differentiates the two means of communications and the role that they play in effective distribution of information and the reasons for it in a learning organization. Several observations were made as a communication manager. This article provided an understanding of the observations and a better understanding in how to use the two means of communication, which was a dilemma as a communication manager. It is for this reason that this article was chosen to a part of this study. The article succinctly and clearly puts communication through computer networks and face-to-face interactivity in their relative perspectives in a learning organization. Dixon N. M. 1999. The Organizational Learning Cycle; How We Can Learn Collectively. Second Edition, Gower, Hampshire. This book elucidates on the manner in which the learning process occurs in organizations. Using the frame work of theory of action of Argyris, Kolb’s experiential learning cycle and Sharon’s long-term memory, the author provides a well supported understanding of organizational learning and comprehension on the individual learning and the significance of learning in groups. For additional support the author uses the organizational cycle of organizations like Chapparral Steel, the World Health Organization and Johnsonville Foods to create a better understanding of organizational learning and individual learning cycles. The relevance of this book is in the clear manner in which it describes individual learning and its implications for managers. In addition the book devotes a chapter to the development of managers in organizational learning and the manner in which they can facilitate individual and group learning. This highlight has made it necessary to incorporate this reference in the study to provide support and understanding of the manner in which the concepts of organizational learning and learning organizations have a bearing on the efficiency of managers and adult educators in the creating knowledge in individuals and groups through proper facilitation. This is an extremely useful book for an understanding of how managers and adult educators can promote learning in adults, through the use if the concepts of a learning organization or organizational learning. Garvin, A. David. 1993. ‘Building a Learning Organization’. Harvard Business Review. [Online] Available at: http://education-resources.cant.ac.uk/webs/rcd2/internal/EBE%20Webpages/sub%20knowledge/learningorg.pdf (Accessed on March 24, 2007). In this article the author Garvin, A. David provides a succinct yet clear understanding of what a learning organization. The author provides this understanding of learning organization in the light of attempts by many organizations to convert into learning organizations without really understanding all its implications. Through this clear understanding of what a learning organization really means the author attempts to dispel pitfalls that present themselves, when organizations attempt to become learning organizations. For additional clarity the author makes use of several industry examples like Xerox to elucidate how the learning processes occur in a successful organization. In providing such a clear understanding of a learning organization the author contributes to identifying a learning organization. It is for this purpose that this article has been included in the references used in the preparation of this study. The study provides the five attributes that contribute towards learning in an organization and the means of identifying the presence of these five attributes. The presentation of the attributes and the means for identification are given with clarity, which has enabled a greater comprehension of a learning organization and through that manner in going about the identification of a learning organization. Thus this article has proved extremely useful in the preparation of this study. Kantor, M. Rosabeth. 1998. ‘When a Thousand Flowers Bloom: Structural, Collective and Social Conditions for Organizational Learning’ in Knowledge Management and Organizational Design, ed. Paul S. Myers, Butterworth-Heinemann, Oxford, pp. 93-131. This article is a part of compilation of articles that provide a description of the manner in which the form and management of an organization is responsible for its levels of knowledge transfer, innovation and learning. This article was originally published in Research in Organizational Behavior, vol 10: 169-211. The author in this article very clearly provides an understanding of how innovation through learning is nurtured in an organization. The significance of this article to this study and the reason for its choice lies in its providing with clarity the role of communication management in capturing and distributing knowledge in an organization to enhance the learning process. Thus it provides the implications of the constructs of organizational learning and learning organizations on communications management. By reading this article greater knowledge in the role of communication management in facilitating learning in an organization is acquired and by incorporating it in this study the aim is to provide greater credibility of the contents and in distributing this knowledge. Nevis, C. E., DiBella, J.A. & Gould, M. J. 2001. ‘Understanding Organizations as Learning Systems’ in eds. Robert L. Cross & Sam B. Israelit, Strategic Learning in a Knowledge Economy: Individual, Collective and Organizational Learning Processes. Butterworth-Heinemann, Oxford. This article is part of a book of articles that reflects on individual, collective and organizational learning processes in an economic environment that is becoming more and more knowledge oriented. The editors of this book attempt through this article to provide a resource for organisational learning in an economy that is knowledge based. The article as such is a successful attempt by the authors to elucidate on the learning culture that needs to be present in an organization for organizational learning to be present. The authors identify seven different facilitating factors identify organizational learning. These factors are scanning imperative, performance gap, concern for measurement, experimental mind-set, atmosphere of openness, continuous education, operational variety, multiple advocates, involved leadership and systems perspective. The authors expand on these factors to provide an understanding on what needs to be audited for ascertaining organizational learning. The reason for making this article as part of the referencing for this study is that it provides a comprehensive perspective of organizational learning with the use of industry examples like Motorola. This comprehensive picture of organizational learning enables identification of factors that need to be audited for organizational learning. As such the article provides a greater understanding of what organizational learning is and how it can be audited. Stewart, Jim. 1996. MANAGING CHANGE THROUGH TRAINING AND DEVELOPMENT. Second Edition, Kogan Page Limited, London. In this book the author discusses topics that enable the reader get an understanding of learning to cope with change that organizations in present times require. These topics include planned organizational change and development, theories of groups and teams, facilitating learning groups, theories of learning and attitude change and learning organizations. The advantage of this book is that the author provides an understanding of the theoretical views of other authors like Bob Garrett (1988) and Peter Senge (1990) and uses it in support of the views expressed by the author on learning organizational. Through this the author provides a comprehensive perspective of a learning organization. For these reasons this book has been found to be appropriate to be referenced in this study being undertaken. The book draws on a number of sources to provide a proper understanding of the organization, the team and the individual and so forms an important reading material for all trainers, managers, human resource management practitioners and human resource development professionals. Thus goes a long way in making important contributions in the creation of this study. Read More