An Organization, its Long-term Objectives and Goals with its Regular Operational Activities - Assignment Example

Human Resource Management/Work and Learning Contents Introduction 1 Discussion 1 Conclusion 3 References 4 Introduction An organization must be built on firm foundations so that it can integrate its long-term objectives and goals with its regular operational activities. Firm foundations form the base for learning organizations. Any form of activity or behavior that supports the objective of learning and constant improvement, creates a strong foundation for a learning organization. Organizational learning is a broad concept that deals with factors like learning curves; increase in productivity; individual learning; sharing of knowledge; transfer of knowledge and management of knowledge (Wotherspoon, 2009). This paper discusses few of the foundations that create a robust learning organization. Discussion A learning organization is essentially based on learning from its own experiences and is able to adapt its behavior and mind-set according to the dynamic forces that shapes its environment. The research conducted by Hamel and Prahalad (1994) had suggested that every organization must strongly pursue organizational learning to sustain in the long-run. Researchers have pointed out that there are few antecedents of organizational learning which includes creation of learning environment, identification of needs of learning and development and application of learning in the workplace. It has also been found that two aspects forms very strong foundation of organizational learning namely cultural facets and structural facets. The rationale behind incorporation of cultural facet as a foundational factor is that cultural diversity is a part of every work force. Factors like shared values, roles, attitudes of individuals, norms and beliefs create cultural aspects and influence the process of learning in an organization (Hamel and Prahalad, 1994). Researchers like Argyris and Schon (1978 cited in Fiol & Lyles, 1985) had pointed out that having a shared vision in an organization is crucial to identify organizational needs for training and development. This in turn creates a proper learning environment. The structural aspects of learning are closely related to the flexibility that an organization has in order to implement changes in it. Structural facet of organizational learning can be equated with procedural arrangement that can make learning effective. Structural aspects include factors like benevolent leadership and management of the organization, sharing of key information between different hierarchies of management, effective implementation of change management process and implementation of performance management systems to motivate employees. Supportive learning environment is extremely important as a basic foundation of a learning organization. A supportive learning environment implies that every employee have an opportunity to share their own ideas which can be incorporated in the organizational decision-making process. Reflective learning in an organization and innovative practices in the decision-making process are processes by which an organization can create a firm foundation of learning culture. The research conducted by Mirchandani, et al. (2008 cited in Livingstone, Mirchandani & Sawchuk, 2008) had found out that the level of job satisfaction of employees is positively correlated to the aspect of a good learning environment. The research had also pointed out that shared vision can only be achieved by an organization if it implements a proper supportive learning environment. Works of researchers have shown that analysis of performance of the organization and comparing the performance of the individuals is one of the acceptable ways that improves the overall process of learning. The research conducted by Solomon (2001) had shown that the role of the leaders in an organization is also very important to inculcate an atmosphere of supportive learning framework. This is because employees look up to the leaders as role models and the leaders must have the capability to harmonize the organizational goals with the goals of the individual employees. Leaders can introduce good learning and development programs in the organization after assessing the needs of employees (Swanson & Holton, 2001). Effectively tailored training programs have been found to be positively correlated with improvement of learning process of employees. In an empirical study that was conducted by Peters (2004) in Canada it was revealed that effective training and development programs are the backbone of the knowledge based economy of Canada. The participation of the employees in the training programs could be associated with the fact that the organizations are trying to upgrade themselves according to the improvement of technologies. Many researchers have come up with different approaches of the way in which effective learning can be coordinated in organizations. A synthesis of the literature suggests that learning organizations must focus on experiential learning, learning in second-loops, team based learning. These are the processes which help in creating a shared vision in an organization which are harmonized with the long-term goals of the organization. The research conducted by Watkins and Marsick (1993 cited in Bratton, et al., 2004) had shown that learning is not a stagnant process. It is a continuous loop which aims to constantly improve the performance of the employees. Empowering an organization with collective vision and connecting it with the external environment are the key ways in which organizations can constantly upgrade themselves according to the needs of the business environment (Kim, 1998). There is a growing consensus among researchers that one of the basic foundations to create a strong learning organization is to ensure that a strong learning evaluation framework must be created. According to researchers, the effectiveness of learning must be measured by using a method which can capture the progress that has been made by the employees. Return on investment has become of one of the most acceptable methods to measure the outcomes of learning. A newer approach is to measure value-added by learning and development programs in monetary terms to evaluate their success (Kearns, 2005). Conclusion It appears that there are certain common foundations for learning organizations that must be incorporated to realize their true value. There are two broad categories of factors namely cultural aspects and structural aspects that must be addressed by organizations to create firm foundations for learning. The first one is related to the creation of shared value and the second one is related to the creation of a supportive organization which supports learning. Experiential learning and team based learning are the ways in which an environment of shared learning can be created by organizations. Finally, evaluation of the learning process is also a basic foundation of creating a sustainable learning organization. References Bratton, J., Helms-Mills, J., Pyrch, T. & Sawchuk, P. (2004). Workplace learning: A critical introduction. Aurora, ON: Garamond. Fiol, C. M. & Lyles, M. A. (1985). Organizational learning. Academy of management review, 10(4), 803-813. Hamel, G. & Prahalad, C. K. (1994). Competing for the Future. Harvard Business School Press, Boston. Kearns, P. (2005). From return on investment to added value evaluation: The foundation for organizational learning. Advances in Developing Human Resources, 7(1), 135-145. Kim, D. H. (1998). The link between individual and organizational learning. The strategic management of intellectual capital, 41-62. Livingstone, D., Mirchandani, K. & Sawchuk, P. (2008). The future of lifelong learning and work: Critical perspectives. Rotterdam: Sense Publishers. Peters, V. (2004). Working and training: First results of the 2003 Adult Education and Training Survey [Statistics Canada Research Paper]. Retrieved from http://www.statcan.gc.ca/pub/81-595-m/81-595-m2004015-eng.pdf. Solomon, N. (2001). Workplace learning as a cultural technology. New Directions for Adult and Continuing Education, 20 (92), 41-52. Swanson, R. A. & Holton, E. F. (2001). Foundations of human resource development. California: Berrett-Koehler Publishers. Wotherspoon, T. (2009). Schooling and work. In The sociology of education in Canada. Toronto: Oxford University Press. Read More