Organisational Learning in British Airways - Case Study Example

Organisational Learning Introduction Over the years, a number of researchers have examined the concept of organisational learning. Lopez, Peon & Ordas (2005: 227-243) observe that, organisational learning is a dynamic process that involves acquiring, creating and integrating knowledge so as to develop an organisation’s capabilities and enhance its performance in the long-run. Similarly, Skerlavaj, Stemberger, Skrinjar & Dimovski (2007: 346-367) are of the opinion that organisational learning involves a combination of four key processes within an organisation. These processes include; acquisition, dissemination, memorisation and interpretation of information. Prosser (2010: 69) provides a different perspective on organisational learning. He notes that organisational learning is culture within an organisation where people continuously engage in learning in order to broaden their knowledge and skills so that they can realise results that they desire. He further notes that, in an organisation with a learning culture, new patterns of thinking are nurtured and people learn together (Prosser 2010: 69). Over time, the concept of organisational learning has gained increasing attention and has been adapted in a number of organisations due to its role when it comes to enhancing organisational performance. A number of studies show that organisational learning can help to enhance an organisation’s competitive advantage, enhance business performance, increases employee capabilities, facilitate behaviour change with the organisation and enable organisations to manage changes effectively (Harrison 2009; Gibb 2008; Murray & Donegan 2003; Tippins & Sohi 2003). Nevertheless, in as much as numerous studies have established the significance of organisational learning, to date many organisations are still having difficulties in making organisational learning a reality. This essay seeks to provide a critical discussion as to why organisations appear to have such difficulty in making organisational learning a reality. It will specifically focus on British Airways. Foremost, this essay will provide a brief background of British Airways. Secondly, it will examine how organisational learning is implemented at British Airways. Subsequently, this essay will critically look at some of the key difficulties or limitations of organisational learning at British Airways and establish why the company appears to have such difficulty in making organisational learning a reality. Lastly, this essay will provide three key proposals or recommendations that can be implemented in order to ensure that effective organisational learning is a reality at British Airways. Background: British Airways British Airways (BA) is a full service multinational airline based in the United Kingdom. The airline was founded in 1971 following a merger between British Overseas Airways Corporation (BOAC) and British European Airways (BEA). The airline has since experienced tremendous growth and success such that it is considered to be among the leading airlines globally. In terms of fleet size, international flights and passenger numbers, British Airways is considered to be the largest airline in the United Kingdom. It is currently estimated that the airline has over 500 destinations and at least 57, 000 employees working in different operation bases around the world (British Airways 2012; Russell & Cohn 2012). Organisational Learning in British Airways Human resource management policies at British Airways incorporate provisions on organisational learning. Moreover, the company’s business strategy accentuates on investing in people. In addition to this, British Airways has a learning division specifically aimed at facilitating, encouraging and developing initiatives of organisational learning. The company acknowledges that in order to develop its competitive edge in the market and develop a high-performing business it needs to equip its employees with relevant knowledge, skills and expertise through organisational learning (British Airways 2012; British Airways 2012b; British Airways 2009; Summerfield 2005). In an attempt to implement organisational learning, over the years British Airways has instituted various programs and initiatives aimed at training, acquiring, creating and integrating knowledge in order to develop the company’s capabilities, bring changes and enhance its performance in the long-run. For instance, the company initiated the Putting People First (PPF) program. Basically, this program focuses on equipping employees with relevant knowledge and skills in customer service. To date, over 40, 000 employees have undergone comprehensive customer service training through the PPF training program. Furthermore, the company has also initiated the Managing People First (MPF). This program mainly aims at training employees on issues relating to leadership, culture, building trust, vision and customer feedback (Emerge Education 2012). The British Airways learning division has also instituted a mandatory learning program referred to as “Owning Our Future”. Every employee in the organisation from customer service staff to the flight crew have to undergo this program. The program is facilitated by the company’s senior management. It focuses on helping employees to understand the position of the company in the market, direction of the company’s business and the nature of the environment that the company operates in. This program is based on the premise that, if all employees in the company learn and understand the internal and external factors that drive the company’s business, they will inevitably know which actions to take in order to propel the performance of the company further. There is also the “Leading Our Future” program which is specifically meant for senior managers. This program, trains senior managers how they can effectively train and mentor employees (Summerfield 2005). Furthermore, British Airways has invested in E-learning platforms. Currently, E-learning, consists of one-third of all the company’s training offerings. By investing in E-learning platforms, the company has made it easy for employees to access and share a wide range of educational content in different functions and locations. E-learning also provides a platform where employees can embark on refresher training. These platforms further support face-to-face learning events. Online learning has over the years helped the company to implement continuous learning since its enables employees to access information and take tests anytime at their convenience. As a result, employees in the company have been able to continuously refresh their knowledge and embark on continuous learning (Summerfield 2005). Additionally, British Airways also focuses on; feedback, communication and capability development as approaches of promoting organisational learning. At different levels of operation, manager in the company make an effort to provide balanced feedback to employees regarding their performance. By providing balanced feedback highlighting the strengths and weakness of employee performance, the managers or supervisors facilitate employee learning. Occasionally, employees especially those who work in technical departments receive specific training aimed at developing their capabilities in specific areas of work (British Airways 2012; British Airways 2012b; British Airways 2009). Limitations/difficulties facing organisational learning at British Airways The section above has highlighted the implementation of organisational learning at British Airways. Nevertheless, in as much as British Airways has over the years made efforts to implement and facilitate organisational learning, the company still faces difficulties in making effective organisational learning a reality. Peter Senge’s model of learning organisations provides a suitable framework for assessing whether organisational learning is effective at British Airways. Senge’s model is considered to be a groundbreaking and influential body of knowledge that gives invaluable insights on the characteristics of learning organisations. This section will employ Senge’s model of learning organisations to identify some of the key challenges or limitations facing organisational learning at British Airways. Basically. Senge’s model comprises of five key characteristics of organisations that have fully adopted the concept of organisational learning. This section will specifically focus on three aspects or characteristics that are most relevant in the case of British Airways. According to Senge (1990:3) an organisation that has fully adopted the rhetoric of organisational learning is one where the workforce at all level of the organisation continually widen their capacity, embrace new patterns of thinking and ideas and everyone in the organisation embarks on learning as an individual or collectively (Senge 1990:3). The first characteristic of organisational learning is system thinking. According to Senge system thinking is basically a conceptual framework that enables people within an organisation to look at the organisation as an integrated and whole unit consisting of various interrelated parts (Senge 1990: 68-69). A critical look at British Airway’s initiatives and programs of organisational learning, it is evident that the company has a limited approach to systems thinking. Although the company has put in place various programs and initiatives aimed at facilitating continuous learning within the organisation, it is evident that the company has to some extent failed to promote and encourage system thinking within the organisation. Generally, British Airways is a large airline with various divisions and subsidiaries which perform different functions. The organisational learning initiatives and training programs that the company has put in place such as the PPF and MPF programs mainly focus on equipping the workforce with specific knowledge and skills in management and customer service. Thus these programs do not effectively promote systems thinking (Emerge Education 2012; Summerfield 2005). The second factor that Senge (1990) accentuates must be present in all learning organisations is team learning. Senge considers team learning as a process where an organisation continuously focuses on developing team capacities so as to achieve its objectives (Senge 1990: 236). Team learning takes place when individuals work as a team to create, acquire and share knowledge relevant to their field of operation (Sessa & London 2006:115). Evidently, through programs like PPF MPF and many others British Airways has made efforts to encourage team learning. However, it is worth noting that these programs mainly promote learning through direct instruction. In essence, they are not exploratory such that they allow teams within the workforce to generate, acquire and share knowledge independently or embark on discovery learning. Instead, learning is one-way where an instructor disseminates information to the teams. This approach to team learning can be ineffective and discourage effective learning since it is rigid and hinders creativity and employee participation. This approach to team learning also does not give teams within the organisation adequate opportunities to process and comprehend the information that is presented to them during training programs such as PPF and MPF. Thus it is plausible to argue that team learning at British Airways is somewhat ineffective (Emerge Education 2012; Summerfield 2005; Killen 2006: 105). Moreover, it is apparent that the organisational learning initiatives instituted by the company lack continuity in employee development. For example, the “Owning Our Future” programs, the PPF and MPF program take place seasonally. Once employees have undergone through these programs there are not required to go through them again. As a result there is a lack of continuity in employee development. Furthermore, the organisational learning initiatives instituted by the company are not holistic or multidimensional, most of these programs specifically focus on imparting knowledge and skills in areas such as customer service, leadership, culture, trust, vision and customer feedback (Emerge Education 2012). They leave out important aspects of personal mastery suggested by Senge (1990:7). According to Senge (1990:7), the third characteristic of organisational learning is personal mastery. He notes that personal mastery involves discipline and committement to continuous learning. It goes beyond the typical acquisition knowledge, skills and competencies. Personal mastery involves broadening ones vision, developing an objective perspective and channeling one’s energies towards the right direction. All these aspects of personal mastery are barely incorporated in British Airway’s organisational learning initiatives. Thus it is plausible to argue that organisational learning at the company is not comprehensive or multidimensional since it is restricted towards gaining knowledge and skills in customer service, leadership, culture, building trust, vision and customer feedback (Emerge Education 2012; Summerfield 2005). In addition to this the company lacks an effective system of regularly monitoring and reviewing outcomes of organisational learning. Although the company has a learning division that specifically focuses on promoting learning within the organisation, it is not clear whether this division regularly monitors and reviews outcomes or the effectiveness of organisational learning within the company. This division mainly focuses on promoting organisational values (Summerfield 2005). Proposal/ Recommendations In order for British Airways to turn the rhetoric of organisational learning into a reality, the company should focus on investing on its employees. Firstly, the company should develop concrete and comprehensive learning processes and practices (Garvin, Edmondson & Gino 2008). Rather than focusing on seasonal training programs, the company should develop quality, continuous training and learning programs for employees at different levels of the organisation (IIPUK, 2012). These programs should constitute of aspects such as personal development, mentorship, career guidance, consultation and coaching. Gavin et al (2008:111) notes that in order to develop organisational learning effectively it is crucial for organisations to undertake a series of concrete steps and initiate a wide range of learning activities. Since organisational learning entails creating, collecting, interpreting, disseminating information and experimenting on new ways of doing things, in essence Gavin et al recommends that organisations should implement holistic learning and training programs that equip employees with discipline , problem solving skills , customer service skills , knowledge in the use of technology and the right mental attitude. Gavin et al also recommends that in order to develop organisational learning effectively, organisation should create supportive learning environments (Gavin et al (2008:112). In essence, British Airways should institute mentorship, coaching, consulting and career guidance programs. Secondly, the company’s management or leadership should continuously reinforce learning. Gavin et al (2008:113), notes that one of the key building blocks of an organisational learning is a leadership that continuously reinforces learning. The management or leadership at British Airways can reinforce learning by providing time, resources and venues for developing employees. They can also invite employee input or participation in the day to day running of the company (Gavin et al 2008:113). Lastly, it is crucial for the management of British Airways to regularly review or assess the effectiveness or outcomes of organisational learning in the company. In management there is an adage that states “ you get what you measure”. Therefore it is critical for the company to review or assess the effectiveness or outcomes of organisational learning. The review or assessment process should mainly focus on gauging employee cognitive outcomes by examining whether they have been exposed to new knowledge or ideas. Secondly these processes should gauge behavioural changes amongst employee in light of whether employees have altered their way of doing thing due to new information or ideas they have been exposed to. Lastly, the review and assessment processes should focus on evaluating performance improvement in light of whether cognitive growth and behavioural changes experienced by employees have brought about positive business outcomes. Subsequently, the organisation can use the information obtained through this process to plan how they can improve or enhance organisational learning. Conclusion Basically, this essay has examined why organisations appear to have such difficulty in making organisational learning a reality. It has specifically focused on difficulties of organisational learning at British Airways. The findings of this essay show that some of the limitations or difficulties of organisational learning at British Airways include; the lack of a holistic organisational learning program, limitations in systems thinking, lack of continuity in employee development and the lack of regular monitoring and reviews of organisational learning outcomes (Emerge Education 2012; Summerfield 2005). In order to address these issues and turn the rhetoric of organisational learning into a reality, this essay recommends that the company should develop concrete and comprehensive learning processes and practices. The company’s management or leadership should continuously reinforce learning (Gavin et al 2008:111-113). Lastly, the company should regularly review or assess the effectiveness or outcomes of organisational learning in the company (Garvin 1993:78-91). 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