Learning Organizations and Effectiveness - Coursework Example

? Learning Organizations & Effectiveness Learning organizations exhibit various characteristics of learning. This paper will articulate on these characteristics and deliberate on their observable behaviors. Although many organizations try to utilize learning as part of development strategy, it is apparent that most of them experience barriers to achieving their learning objectives. Towards this effect, the paper will point out these barriers, and offer some mitigation strategies. Learning Organizations & Effectiveness Introduction In order for an organization to survive in a highly competitive market and maintain competitive advantage, organizational learning is ideal. However, this does not come easily as there are important aspects that come with learning and which organizations must conform to in order to effectively adapt the learning. In this regard, it is paramount for organizations to clearly define their visions and mission statements which act as guiding principles. With statements clearly stipulated, strategic plan with a clear learning strategy should lay a foundation for effectiveness of organizational learning. Characteristics of an ideal learning organization and their observable behaviors Learning strategy: It is argued that for any organization to thrive, learning is necessary. However, learning has to be strategized in order to achieve desired objectives. Therefore, learning strategy constitutes characteristics of an ideal learning organization. Organizations are expected to endorse both learning innovation as specific goals, and learning strategy (Denton, 2002). One of the strategies is the ability for the organization to learn faster than other competing organizations. This is the surest way to maintain competitive advantage. To achieve this, organizations need to put learning at the top of the list of priorities (Buckler, 1996). Once learning strategy has been adopted by an organization, it is apparent that this becomes a habit, which becomes an everyday occurrence. Flexible structure: After setting learning strategies, it is vital for ideal organizations to streamline a structure that would foster learning within the organization. To affect this, organizations need to create teamwork by the formation of small, core workforce (Yang, Watkins, and Marsick, 2004). Actually, a flexible structure should dispose of traditional operations like rigid job descriptions. In fact, it is believed that flexible structure encourages cross-functional cooperation which enables organizations improve the organization’s operations. Organizations that use flexibility structure tend to reduce bureaucracy and restrictive job descriptions. Blame-free culture: It is believed that learning organization should provide an ideal climate, through which learning is prioritized and valued (Denton, 2002). When mistakes are identified, they need to be viewed as a chance to learn and perk up. In fact, it is argued that learning organizations that uphold blame-free characteristic encourage employees to experiment, and in the process, they learn from the experience and become innovative. For organizations that practice blame-free culture, learning becomes automatic. Vision: The concept of a learning organization goes hand in hand with shared vision. A shared vision is needed to overcome authoritative forces that hold up the preservation of the status quo (Denton, 2002). Besides, learning cannot occur without stipulating specific objectives of the learning. Shared vision gives an overview of organization’s commitment to achieving its objectives. An organization with a clear vision would tend to establish overarching goals, which forms the basis of encouraging the workforce to speak in one voice. Knowledge creation and transfer: It is apparent that in a learning organization, the concept of creation of new knowledge forms the foundation of development. Knowledge may come from several directions ranging from within the organization and outside the organization (Yang, Watkins, and Marsick, 2004). It is believed that knowledge forms the primary ingredient for organizational learning and effectiveness. An organization which endorses knowledge creation and transfer is known when new products and processes are witnessed (Buckler, 1996). Quality: Quality is considered to be part of a learning organization. When an organization has a result oriented workforce that produces top quality, the workforce need to be encouraged in order to continue producing top quality (Denton, 2002). When an organization maintains quality, it is apparent that cases of wastes reduce to minimal and the volume of sales increases. Team working: Team working should be prioritized by all organizations that need to succeed. This encourages creation and sharing of knowledge among the team members. In fact, it is believed that team working provides an opportunity to combine their abilities to create new knowledge (Denton, 2002). An organization that holds the idea of team working is seen to incorporate existing knowledge with the ability of its members to create new knowledge. Results of the observable behaviors Researches have pointed out that behaviors of characteristics of an ideal learning organization promote continuous improvement. In essence, it is apparent that when an organization endorses team working and sharing of knowledge, various departments in the organization improve (Walker, 2011). Such an organization is able to articulate on several issues that foster development. For example, such an organization encourages active participation by all its employees on matters pertaining operation management. This is evident by a way of participation of all the stakeholders especially during decision making. It is through collaboration and other incentives that come with learning and development that promotes organizational performance. It is also paramount to note that learning organizations promote innovation (Yang, Watkins, and Marsick, 2004). When employees can freely exchange ideas, it is apparent that some aspects of creativity are exhibited. One’s idea can be utilized or enhanced by colleagues to come up with an innovative application in various departments in an organization. It is through these innovations that organizations are able to maintain competitive advantage (Buckler, 1996). In fact, the overall results of observable traits of a learning organization are the organizational outcome. In most cases, performance of an organization reflects the level of learning and development of that organization. An organization that records low returns and performance exhibits low organizational learning while an organization that exhibits high returns and performance exhibit effective and efficient organizational learning (Walker, 2011). Barriers to achieving organizational learning characteristics It is apparent that most organizations aspire for effective development through organizational learning, but fail to achieve this. One thing that is apparent is that there are barriers that come between organization plan for development and achieving the development. These barriers are categorized as internal and external barriers. External barriers to characteristics of organizational learning are argued to be those that arise from organization’s external environment which organization may have little control of (Matin & Alavi, 2007). For example, the nature of donor priorities time and again tends to dictate organizational framework which sabotages learning. It is also argued that competition for funding with other organizations tends to influence operations of the organization in which organizational learning is enclosed. On the other hand, internal barriers are believed to be those characteristics from within the organization which make organizational learning difficult. In most cases, these come in terms organizational structure, inadequacy of resources, some organizations see learning as luxury, lack of motivational incentives, and lack of long-term goals. Ways of knowing if an organization was making progress towards becoming a learning organization An organization that is making progress towards becoming a learning organization exhibits different models of learning. One of these models is continuous improvement programs. Organizations should show interest in solving a problem, participating in various development programs, introducing new products, and articulating on various employees motivational programs (Walker, 2011). In fact, it is apparent that some issues like improved performance and high returns are experienced by organizations making progress towards becoming a learning organization. Four characteristics most compelling to you and the organization There are various characteristics that are crucial in any learning organization. These characteristics include quality, teamwork, learning strategy, flexible structure, blame-free culture, vision, external awareness among other characteristics. However, there are four characteristics that are compelling to an individual and organization. Learning strategy: This is one of the universal and major characteristics that should be owned by a learning organization. The strategy should be able to incorporate the act of learning and originality as special goals bearing in mind the fact that it should be purposeful and cognizant. Being able to learn ahead of other competing organization is a key to ensuring that there is a healthy competition. An organization should ensure learning is among its top priorities as well as ensuring that the necessarily measures are put in place to facilitate the learning (Dierkes, Berthoin Antal, Child, & Nonaka, 2003). In essence, the company’s aspects should be directed toward the learning with the management playing a major role towards the maintenance of the learning strategy. Any organization must ensure that the individual within it feels obligated to commit him or herself in the learning strategy as this improves the wellbeing of them as employees and the organization as a whole. Team working: Team work is crucial in a learning organization. Through team working, an organization does not only put together accessible knowledge but also incorporates their abilities to build new knowledge or information (Denton, 2002). Essentially, an organization can gain by using teams as they contribute to both internal and external synergy. This, in turn, translates to development in an organization. Creation and transfer of knowledge: Any learning organization must perceive creation of new knowledge as a central point in the proper working of all components of a business (Dierkes, Berthoin Antal, Child, & Nonaka, 2003). Being able to take knowledge from different sections of an organization and learning from different people generate competitive advantages. It is important to note that creation of new knowledge improves the effectiveness of an organization and hence must be gained through the sharing of information to other people who are directly or indirectly associated with the organization such as the suppliers, distributors, customers among others. Moreover, the increase in modern technology calls for ample creation and transfer of knowledge (Denton, 2002). Vision: There must be a collective vision for any learning organization to prosper. Collective vision is necessary in ensuring that there is no presence of powerful forces that are associated with the status quo. It should provide an overview of an organization that is ready to move on in a successful manner. How can your organization achieve these characteristics? The indispensible factor about the characteristics of a learning organization is ensuring that there is the development in an organization. For this reason then, there are several factors that are associated with the achievement of these characteristics. Firstly, there must be check and support for the workforce in an organization by ensuring that all their needs are met and discussed. Issues such as employee engagement and financial goals should be put into consideration because an organization cannot operate without a work force (Dierkes, Berthoin Antal, Child, & Nonaka, 2003). Secondly, there must be ensuring that every member of the organization understands the vision for the organization and works towards it because it is through a vision that the dreams and hopes of business are put to the test. Thirdly, the organization should encourage team working through creating open communication amongst the members as this ensure that every member understands the purpose, goals and the operational objectives that run the organization. In essence, nothing can create an impact in an organization more than open communication (Walker, 2011). Fourthly, the organization should have proper decision making at all levels. Decisions making entails giving both parties a fair share of hearing before determining any case pertaining decision in the organization. What are the major barriers? However, there are numerous barriers to characteristics of a learning organization, but two are distinct. One major barrier to communication involves an individual and the flow group (Dierkes, Berthoin Antal, Child, & Nonaka, 2003). Some of the individual dilemmas that are associated with employees include language that management speaks, the inability to think, talk or share the same ideas with the management, the difficulty in telling facts to fellow workforce as well as the management and the unwillingness to participate in firm decision making. When the individual is not conversant to the language the management uses to communicate to employees, he or she is not comfortable in the organization hence cannot contribute to any development. Another major barrier to communication is change in organization structure such as change in hierarchy especially when it comes to coordinating activities within the reorganized organization structure (Matin, & Alavi, 2007). The entire flow of event within the organization is slowed down with issues emanating from division of labor to the managerial dilemmas hence resulting to delayed production and response to the customers which eventually translates to a stagnant environment. Develop strategies to overcome the barriers. Since there must be barriers to the learning organization, every organization must be ready to come up with ways in which they can overcome these barriers: Allocating employees with individual time to learn new skills by ensuring that you have some few hours set aside for learning out of the busy schedule and taking the whole experience as a personal gain as compared to the common view of the learning being a gain for business or organization one works for (Dierkes, Berthoin Antal, Child, & Nonaka, 2003). Being able to accept or embrace change especially now that new applications and upgrading based on technology is rampant all over the world. Moreover, openness especially in an organization helps people understand the importance of change and its necessity. A learning organization should ensure that the employees are free from the fear of technology through making all deliveries easy to access and friendly to employees who in this case are the users. Provision of simulated, real life application as compared to training helps familiarize learners with technology in a more restricted manner (Walker, 2011). Creating momentum is crucial in a learning organization, as it entails monitoring and reporting on training activity plus giving a clear image of the efficacy of delivery and uptake of the training (Walker, 2011). It is also important to note that deadlines for lessons and trainings show how well the organization is operating and balancing the urge of knowledge for improvement. Conclusion For any organization to thrive, learning is necessary. Characteristics of an ideal learning organization include learning strategy, flexibility structure, blame-free culture, vision, knowledge creation and transfer, quality, and teamworking. Behaviors of characteristics of an ideal learning organization promote continuous improvement. Learning organizations promote innovation as well. Internal and external barriers bar organizations from achieving learning characteristics. These barriers can be counteracted by embracing change, endorsing learning, and above all, creating an ideal environment for employees to effectively learn. However, it is apparent that, with all these deliberations, strategic plan with a clear learning strategy should lay a foundation for effectiveness of organizational learning. References Buckler, B. (1996). A learning process model to achieve continuous improvement and innovation. The Learning Organization, 3(3), 31–39. Denton, J. (2002). Organizational Learning and Effectiveness. New York: Routledge. Dierkes, M., Berthoin Antal, A., Child, J., & Nonaka, I. (Eds.). (2003). Handbook of organizational learning and knowledge. Oxford [u.a.]: Oxford Univ. Press. Matin, H. Z., & Alavi, S. H. A. (2007). Identifying the Barriers of Developing Organizational Learning in Administrative Organizations. Iranian Journal of Management Studies, 1(1), 17-38. Walker, A. (2011). Organizational behaviour in construction. Oxford: Wiley-Blackwell. Yang, B., Watkins, K. E., & Marsick, V. J. (2004). The Construct of the Learning Organization: Dimensions, Measurement, and Validation. Human resource development quarterly, 15(1), 31-55. Read More