Organizational Behavior Theories: Creating a Learning Organization - Essay Example

Organizational Behavior Theories are Relevant to Creating a Learning Organization In order to clearly establish whether Organizational behavior theories can be successfully implemented to create a successful learning organization, we need to delve into what these terms actually infer and how they are related. To begin with, the scholastic study of organizations through methods of various sciences includes essential terms that are defined below1. Organizational studies refer to the study of individual or group dynamics in an organizational setting and the disposition of the organizations themselves. When people interact, many factors come into play and organizational studies endeavors to understand and model these factors. Even though organizational studies sketches its roots back to Max Weber and earlier, it is considered to have initiated as a scholastic discipline with the dawn of specialized management. On the other hand, Organizational Behavior through its various studies tries to control, envisage and elucidate behavior. Today, organizational behavior theories are becoming more significant in the global economy as people with varied backgrounds and cultural ethics have to work together. It is also gathering sever critique as it includes many ethnocentric and entrepreneurial hypotheses. Conversely, a typical learning organization is one wherein employees strive to enhance their aptitude to generate results they aspire for. A true learning organization is therefore one, wherein the learning of all affiliates is assisted continuously thereby, enabling it to transform itself. In Organizational theories, erudition is one distinguishing attribute of a malleable establishment. In other words, an establishment that is proficient enough to discern changes can adapt correspondingly to its environment. Experts in this field are guided by the desire to to facilitate the learning experiences of their patrons and successfully encompass the results into the development procedure. An approach advised by Peter Senge in his book, The Fifth Discipline2, states that the learning organization, thus, uses the hypothetical inferings of organizational learning to facilitate the stipulation of commendations to generate environments in establishments that incessantly and economically lear. The difference between the two can be clearly and simply stated as; Organizational learning is a way of attaining premeditated purpose, but a learning organization aims at continually and jointly enhancing learning at the complete organizational level. The basic principle of a Learning Organization lies in the manager’s capability to develop know-how by learning from instead of remaining inhibited by their experiences, good or bad. The contemporary observation of establishments is established on malleability that, as indicated by Senge, is merely the earliest section3. He contends that for enhanced performance, businesses need to converge on generative learning, or more commonly known as double-loop learning. Generative learning contradictory to malleability necessitates new practices. To maintain flexibility and compliance establishments must preserve themselves in a circumstance of recurrent change even optimal, whether in constitution, method, sphere of influence, aspirations and so on4. In simpler terms, Generative learning highlights unalleviated experimenting and criticism in an enduring attempt to critically asses the approaches employed by organizations. It then tries to characterize and determination solutions to problems assessed. Thus, it can be said that in productive Learning Organizations, the capability of an establishment is calculated by the method it employs to facilitate its learning. Even though the Learning Organization paradigm is popular amongst both practitioners and academics in a wide range of countries, the theory is largely based in the thought of US business schools and the experience of large US corporations. National culture is invisible in the Learning Organization literature. This theory is chiefly written from an American viewpoint and the degree to which it is applicable to international practice is contentious. It draws on an examination of Hofstede's national culture dimensions to create a configuration for the examination of the adoption and adaptation of the Learning Organization concept by Singapore organizations. From the preliminary results, and later trimmings, Hofstede developed a model that distinguishes four dimensions to assist in differentiating cultures. Later on, he added a fifth after conducting an international study with a survey instrument developed by Chinese employees. According to Hofstede, all of us have similar human instincts, however they are rather different and using our instincts to operate in a different country can result in some very poor decisions. Numerous paradigms have been estimated that assist discernment of organizational learning by critics such as Argyris and Schon5 who differentiate amongst single-loop and double-loop and their theory is more or less interrelated with Gregory Bateson's paradigm of first and second order learning6. March and Olson7 attempted to connect personal and establishment culture and in their paradigm and in doing so established that personal beliefs led to action. According to them, learning occurred better when enhanced values generated healthier and superior measures. Nick Bontis et al8. empirically tested in 2002; a paradigm of organizational learning that enclosed both stocks and flows of knowledge across three levels of analysis. Their analysis illustrated that an unconstructive and arithmetically noteworthy connection subsists between the two. Today, organizational behavior theories are becoming more significant in the global economy as people with varied backgrounds and cultural ethics have to work together. The concern is, first, with the behavior and nature of the people within organizations and, second, with the behavior and nature of organizations within their environments. Thus, incorporating organizational behavior theories is imperative to creating a successful learning organization. From the various theories summarized in the preceding paragraphs, it can be concluded that a learning organization can provide managers with an insight of how desires can be realized. This picture can be enhanced by implementation of dimensions as introduced by many critics like Peter Senge et al9. Inadvertently, such dimensions can lead to greater personal development that in turn can lead to an increase in the organization’s effectiveness – especially when the organization is entrenched in knowledge economy.10 Impact on companies having embraced learning organizations: Implementation of such theories on organization has led to an influence at two distinct levels. Since much emphasis has been laid on functioning in groups, merchandise enhancement groups, mechanized units and so on, there is a incredible quantity of knowledge that has amassed since, regarding the kind of help teams need to attain their desired levels of production. At the preparational level, the effect of the paradigm has been exactly as predicted; people are considerably more efficient at realizing their desires and making them a reality while at the same time, they are actually enjoying their roles and responsibilities. However, these groups are invariably emotive in the framework of bigger establishments and here is where the situation gets complicated.11 Gauging levels of success: According to Peter Senge12, to actually gauge the degree of success in organizations implementing learning theories, one must ask a few questions the answers to which will invariably lead to correct conclusion such as: are employees more efficient at realizing their preferred outcomes? Are they having an enhanced experience while accomplishing their goals? Whilst we are definitely concerned with the consequences, it is essential to also consider the other aspect first, that is are employees enjoying their learning experience together? In order to gain permanent and positive progression of growth and competence, staff must take pleasure in their roles. And this, according to Peter Senge13, is the most elemental consideration when considering enduring improvements in employees when they aspire to accomplish their long standing dreams. Peter Senge14 further advises, for successful implementation of organizational and learning theories, there is no real recommended way of starting. The best method is to arrange an assortment of distinctive yet applicable structures that employees can perform with and then decide for themselves, which according to them is the most advantageous method to implement. In this situation, if employees feel that the paradigm implemented is affecting their capability to work positively, they may possibly find a source of dynamism and enthusiasm to begin learning to apportion with psychological paradigms, and how to beget the divergence in stance in a multifaceted environment that does not affront other employees or make matters austere. Nevertheless, there are many limitations to the paradigms as it is hypothetically weak and there are several reservations as to the success of the theory and its accomplishment in the dynamics that subsist within and among establishments in an international capitalist market. As stated by Kuchinke (1995)15 it is a possibility that ‘the theory is being exaggerated as a solution to many predicaments encountered by organization’s today’. To facilitate knowledge development in the field, many writers have written manuals and transcripts such as Gilley and Maybunich16 (‘the developing organization’ 2000), Maira and Scott-Morgan 17(‘the accelerating organization’ 1996), Pieters and Young18 (‘the ever-changing organization’1999) and so on. In addition, Peter Senge19, with the help of diverse acquaintances, has continued to generate augmentation of his examination to specific fields such as schooling (1994; 199920; 200021). Conclusion In the beginning, we set out to understand the various terms and theories as defined by various practitioners and critics. We also studied various benefits and effects of applying these theories to our organizations. To clearly analyze the impact of organizational theories and to estimate whether they are imperative to a learning organization, let us reiterate some relevant sections of the discussion. As we have seen earlier, organizational behavior tries to study employees in an organization who are culturally different and seeks to control and modify their behavior to facilitate enhanced methodology and proficient productivity. The question still remains, whether it enhances or facilitates learning in an environment. The answer is yes. By seeking to study employees from various ethnic cultures and countries, organizational behavior studies actually informs us of the differences present and enhances our understanding of such cultures. It also informs us of how different people work differently and with accordance to the theory, seeks to identify diverse working methodology to enhance productivity. The main principle as set out in a learning organization is to enhance productivity while at the same time allowing employees to enjoy their roles and responsibilities as stated by the organization in question. Whilst enjoying their work, employees are more determined and persevering and this in return benefits the organization. Thus, the principle that behavioral studies create a learning environment that in turn benefits the company and by large the economy, not just of the country but globally seems to be by and large accurate. Unfortunately, these practices are employed keeping in mind the companies and economy of the United States and thus may not be beneficial whence employed elsewhere. These theories will have to be improved or certain sections extemporized with regards to other countries/organizations that seek to implement these theories. As we have seen and stated in the above paragraphs, implementation of behavioral theories can have many benefits. There are also many known benefits of a learning organization such as: enhanced functioning and economical advantage, better customer relations, avoid degeneration of the corporations, improvement in quality, ability to comprehend peril and variety genuinely, for enhanced modernization, for the employees individual health, increase in employee’s aptitude to handle change, for a more animated unswerving personnel, development of boundaries, enhanced attentiveness of the vital character of inter-reliant relationships so on and so forth22. Nevertheless, there are barriers that inhibit people from implementing the theory such as; protective practices, complicated systems, insufficient and ambiguous criticism, misinterpretations of the criticism, inadequate managerial inquisition expertise and so on23. To gauge whether the system actually enhances the work environment, we need to consider two very essential questions, whether our working methodology has become more efficient leading to greater personal satisfaction and benefits and also whether we enjoy our new environments. If the answer to both questions is affirmative, then we can say that the system has been successfully implemented and integrated into our environment. If it were possible for all to experience this personal satisfaction and success then the barriers we naturally build would disappear. If we can overcome these barriers and successfully implement learning organizations into our lives, the difference that it makes not just in our lives but also in our commune and our establishments, would greatly benefit us in the long run.24 References Argyris, C. and Schön, D. (1996) Organizational learning II: Theory, method and practice, Reading, Mass: Addison Wesley. Argyris, C. and Schön, D. (1996) Organizational learning II: Theory, method and practice, Reading, Mass: Addison Wesley. Available at http://world.std.com/~lo/WhyLO.html Available at http://www.infed.org/biblio/learning-organization.html Available at http://www.infed.org/biblio/learning-organization.html Available at http://www.solonline.org/organizational_overview/ Bontis, Nick, Crossan, M. and J. Hulland. (2002). "Managing an Organizational Learning System by Aligning Stocks and Flows", Journal of Management Studies, Vol. 39, No. 4, pp.437-469. Gilley, J. W. and Maybunich, A. (2000) Beyond the Learning Organization. Creating a culture of continuous growth and development through state-of-the-art human resource practices, Cambridge, Mass.: Perseus Books. Maira, A. and Scott-Morgan, P. B. (1996) The Accelerating Organization: Embracing the human face of change, McGraw-Hill. March, J.G. and Olson, J.P. (1975). "The uncertainty of the past; organizational ambiguous learning", European Journal of Political Research, vol.3, pp. 147-171. Pieters, G. W. and Young, D. W. (1999) The Ever-Changing Organization: Creating the capacity for continuous change, learning and improvement, St Lucie. Robbins, Stephen P. Organizational Behavior-Concepts, Controversies, Applications. 4th Edition. Prentice Hall (2004) Available at: Senge, P. et. al. (1994) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization Senge, P. et. al. (1994) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization Senge, P. M. (1990). The Fifth Discipline: the Art and Practice of the Learning Organization. New York, Doubleday/Currency Senge, P. M. (1990). The Fifth Discipline: the Art and Practice of the Learning Organization. New York, Doubleday/Currency Senge, P. M. (1994), The Fifth Discipline, Random House, Sydney Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. and Kleiner, A. (2000) Schools That Learn. A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education, New York: Doubleday/Currency Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G. and Smith, B. (1999) The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations, New York: Doubleday/Currency). Senge, P.M. at an interview Available at: http://www.solonline.org/organizational_overview/ Senge, P.M. at an interview Available at: http://www.solonline.org/organizational_overview/ Smith, M. K. (2001) 'The learning organization', the encyclopedia of informal education, http://www.infed.org/biblio/learning-organization.htm Smith, M. K. (2001) 'The learning organization', the encyclopedia of informal education, http://www.infed.org/biblio/learning-organization.htm Smith, M. K. (2001) 'The learning organization', the encyclopedia of informal education, http://www.infed.org/biblio/learning-organization.htm Read More