Change Management: Core Tenets of Learning - Coursework Example

Change Management Table of Contents Introduction 3 Core Tenets of Learning 3 Advantages and Disadvantages of Introducing Learning into an EstablishedCompany 8 Advantages 9 Disadvantages 9 Conclusion 10 References 11 Introduction Organisational change is often considered as a significant theme in management science. The association between organisations and its surroundings is a vital aspect of academic viewpoints of organisational change. Organisational change is dispensed with growing number of organisational learning ideas where organisations are neither prey of usual selection nor exclusively dependent variable of decisive environmental forces. Organisations are considered as active learning associations which can be established on the basis of objectives and aims of their creators and members (Burnes, 2004). Hereby, the objective of the paper is to recognise the various aspects of learning along with its core principles and tenets. Furthermore, the paper aims at understanding the benefits and challenges faced by an established company by introducing learning. Core Tenets of Learning Any kind of organisation such as commercial organisations, educational institutions, non-profit organisations and community groups can be regarded as learning organisations. Learning organisation begins with core tenets that believe learning is valuable, incessant and most efficient aspect of organisations where knowledge is shared and employees are provided with equal opportunity to learn (Agarwal, n.d.). The nature of learning and its method that takes place within a company is defined by the organisational culture and groups. There are numerous ways in which organisations introduce and increase learning. The core tenets involved in a learning process can be apparently identified with reference to the following theories. Behavioural Theory of Learning In order to make organisations learn there is need for employees involved with it, to learn as well. Employees in an organisation learn as they perform according to expectations. The behaviourist theory describes the visible behaviours created by learner’s reaction to stimuli. Reaction to stimuli can be strengthened with positive or negative responses to conditions of desired behaviours (Hughes, 2006). The behaviourist theory presents learning as a multifaceted procedure of reactions to numerous types of different stimuli. According to behaviourism, knowing is providing the accurate reaction when visible to a specific stimulus. The behavioural theory is not related with how or why knowledge can be gained; rather it is related with providing appropriate response. Behavioural theory depicts learning as attainment of new behaviour (Skinner, n.d.). For instance, a significant example of organisation using behavioural method of learning is Continental Airlines. It had used behavioural learning method in effective manner in order to decrease the absenteeism and raise the efficiency of employees in the workforce. After the tragic leave of Frank Lorenzo (chairman), the self-esteem and obligation of employees in Continental Airlines was observed to be reduced significantly. During that period, the company learnt the requirement for changing the behaviour of employees for rebuilding their confidence and providing appropriate service to the passengers. As a result, Continental Airlines applied periodical bonuses to the employees on the basis of accomplishment of target with respect to number of complaints, scheduled departure and attendance of employees. This strategy resulted in remarkable changes in activities and supported to the improvement of Continental Airlines’ performance (Korea University Open Course Ware, n.d.). Constructivist Theory of Learning Constructivist theory is the other learning theory which describes how individuals can gain knowledge and learn accordingly. This theory recommends that people construct knowledge and sense through experiences. This theory is based on trustworthy and practical circumstances. According to this theory, the accountability of learner is quite higher as they continuously gain knowledge and relates the learning attained with the previous knowledge of experiences (The University of Sydney, 2011). Motorola University provides an example of constructivist theory of learning. Motorola has expanded the business significantly and thus it needs to train its employees for maintaining increasingly profitable performance. The traditional method of learning in Motorola University was not enough for spreading the message of the company to every person. Through experience, Motorola has gained awareness regarding the essentiality of developing creative methods for assisting people in learning and becoming productive. The objective of Motorola University was to help the organisation to develop a quality working environment. Motorola had developed corporate-wide training strategies and investment plans for learning. With the increased expansion of business operations of Motorola in United States, Europe and Asian region, new methods has emerged for creating a positive impression on the global employees. Thus, Motorola developed computer based training by using internet and wireless technology to expand the reach of learning and help employees to possess more opportunities to develop and accomplish their complete potential (Rehman & et. al., 2006). Post-Modern Theory of Learning The post-modern learning theory is different from other approaches of learning by two ways. Initially, in the post-modern theory, the judiciousness and reasoning are not significant to gain knowledge. The second way depicts that according to post-modern theory, the concept of knowledge can be contrary (Hayes, 2010). Due to the circumstantial characteristics of knowledge, individuals can hold to dissimilar opinions regarding one aspect at the same time. The central element of post-modern theory of learning is truth. Post-modern approach not only searches for absolute truth, but also can challenge the acknowledged truth (Curtis, 2004). Adult Learning Theory The adult learning theory includes general idea of behavioural alteration and experience. This theory provides the notion of how people can continuously attain knowledge and skills. Notably, the adult learning theory is based on five norms which are self-concept, experience, willingness, placement and inspiration. According to adult learning theory, when people grow, they shift from dependency to self-directness. Adults can induce their experiences to assist their learning. The willingness to learn is closely associated with the assumption of added social duties. As individuals gain knowledge, they desire to apply it for problem solving. Adult learning theory further assumes that while individuals grow, they can perceive the encouragement to learn from internal aspects (Paton & et. al., 2008). General Motors can be regarded as a significant example of an established company with regards to learning prospects in production functions which satisfies the crucial principles of adult learning theory. General Motors provides employees with the requirements of learning through competitive analysis. The company often intends to undertake workshops where adults can learn by performing. The typical courses of learning prospects involve safety aspects, quality improvement and increase in efficiency as they apply the knowledge in particular divisions of organisation. In the plants, General Motors help employees to learn actual problems solving skills where consequences and recommendations are instantly used in regular business functions (Cbraziel & et. al., 2006). Senge Model The Senge model provides the characteristics of learning organisation. According to this model, a learning organisation has five crucial features which are personal mastery, mental models, shared vision, team learning and systems thinking (Rehman & et. al., 2006). These aspects can nurture learning in an established organisation: Source: (Rehman & et. al., 2006) Advantages and Disadvantages of Introducing Learning into an Established Company Successful organisational change necessitates adaptation by sensing any kind of indications from the persisting business context. Organisation’s ability to learn allows extensive growth and change adeptness. Such adeptness improves the competitive edge by improvements in efficiency and output of the organisations. Although organisational learning is cornerstone for managing change and gaining competitive advantage, there are numerous disadvantages associated with it (Bednar, 2000). Advantages One of the fundamental advantages of learning is that once an individual’s knowledge is articulated in an explicit form, effective information system can be used to distribute them throughout the organisation. The advantages of introducing learning in established company is improvement of capability (Carnall, 2007). Organisation which introduces learning can retain sustainable advantage by inhibiting risk of irrelevance in terms of knowledge sharing within organisations. This advantage continues to increase as organisation expands the knowledge base through learning. Learning leads to implementation of quicker solution to the customers’ requirements. It is the most significant advantage of introducing learning because satisfying customers’ requirements is significant for a company to ensure long-term success. In simple words, organisation that constantly generates knowledge can fit better in the market circumstances (The Construction Industry Institute, 2005). Disadvantages The learning can raise two significant issues for managers. The first issue is that there is requirement for encouraging representational knowledge. Similarly, the second issue concerns with the requirement for developing organisation’s ability for boosting the appearance of differing explanatory outline in an organisation (Sanchez, 2005). Monitoring, controlling and changing the behaviour of employees are quite difficult tasks for an organisation. The success of introducing learning in an organisation befalls in creating highly reliable working environment where knowledge can be exchanged enthusiastically. In practice there are several disadvantages of introducing learning. Knowledge is always viewed as strength and thus is defended protectively by individuals; particularly, in organisation with average distrust among people. A work culture with high level of openness can be difficult to accomplish (Agarwal, n.d.). Organisations include highly compound procedures of change. The way of change is swayed by wider procedure at the national and international level, i.e. by fluctuations in market conditions and complex interactions of formal and informal connections between employees among others. From a rational point of view it can be observed that the major difficulty with the model of learning is that it requires senior administration within organisation to possess almost infinite trust in terms of constant improvement (Agarwal, n.d.). Conclusion Learning organisations are significant in present day’s business environment where technology and competition demand better products and services. Learning organisations possess numerous benefits for established organisations as it can help employees to improve knowledge and skill so that they can react effectively in the changing business circumstances. However, there are several challenges related with learning as unwillingness of lack of cooperative employees in organisation can result in failure of learning. The empowerment of workplace culture is the key for learning organisation. Established organisations need to ensure effective coordination among employees and participatory work culture in order to gain long term benefits. References Agarwal, A., No Date. Learning Organization. HR Folks International. [Online] Available at: http://www.hrfolks.com/articles/learning%20organization/learning%20organization.pdf [Accessed April 21, 2012]. Burnes, B., 2004. Managing Change. Prentice Hall. Bednar, P. M., 2000. A Contextual Integration of Individual and Organisational Learning Perspectives as a Part of IS Analysis. Informing Science, Vol. 3, No. 3, pp. 145-156. Curtis, B., 2004. Practical Applications of Postmodern Theory for Promoting Learner Autonomy in A Foundation Studies Program. Proceedings of the Independent Learning Conference. [Online] Available at: http://independentlearning.org/ILA/ila03/ila03_curtis.pdf [Accessed April 21, 2012]. Cbraziel, C. & et. al., 2006. Learning Theories. Wikibooks Contributors. [Online] Available at: http://upload.wikimedia.org/wikimedia/en-labs/5/5a/Learning_Theories.pdf [Accessed April 21, 2012]. Carnall, C. A., 2007. Managing Change in Organizations. Financial Times Prentice Hall. Hughes, M., 2006. Change Management: a Critical Perspective. Chartered Institute of Personnel and Development. Hayes, J., 2010. The Theory and Practice of Change Management: Third Edition. Palgrave MacMillan. Korea University Open Course Ware, No Date. Behavioralist Learning Theory. Teaching-and-Learning-Theory. [Online] Available at: http://ocw.korea.edu/ocw/college-of-education/teaching-and-learning-theory/lecture-notes-1/behaviorist-theory.pdf [Accessed April 21, 2012]. Paton, R. A. & et. al., 2008. Change Management: A Guide to Effective Implementation. SAGE Publications Ltd. Rehman, N. & et. al., 2006. Learning Organizations. National University of Science and Technology. [Online] Available at: http://www.asadasif.com/es/files/lo-report.pdf [Accessed April 21, 2012]. Sanchez, R., 2005. Knowledge Management and Organizational Learning: Fundamental Concepts for Theory and Practice. Lund Institute of Economic Research. [Online] Available at: http://www.lri.lu.se/pdf/wp/2005-3.pdf [Accessed April 21, 2012]. Skinner, B. F., No Date. Behaviorism: Learning Theory. Michigan State University. [Online] Available at: https://www.msu.edu/~purcelll/behaviorism%20theory.htm?pagewanted=all [Accessed April 21, 2012]. The University of Sydney, 2011. Constructivism. Theory, Practice & Examples. [Online] Available at: http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml [Accessed April 21, 2012]. The Construction Industry Institute, 2005. Leadership in a Knowledge Era: Achieving the Learning Organization. Learning. [Online] Available at: http://www.engineeringstrategy.com/learningcii.pdf [Accessed April 21, 2012]. Read More