Academic and Practitioner Literature of Organizational learning
Organization planning can be explained as a framework that exists and helps organizations modify their operations to actualize the attainment of set objectives. The organization’s goals are set within a certain time frame. This means that they are bound to be achieved before that period elapses. Organizations often face uncertainties that characterize the business environment that has led them to establish mitigation strategies that have a competitive advantage. The utilization, adoption, and creation of new modules give adaptive mechanisms to the varying market. Organization learning is a process that identifies and corrects mistakes present in the organization. Also, it covers a deeper understanding of the behavior and culture of people within the organization. Additionally, learning theories like the single-loop expounds on mental faculties that guide employee’s actions in an organization.
Basically, organization learning is under the administration of senior-level officials and human resource management that develops the content of knowledge that is needed and the delivery mode (Vera & Crosson, 2007). This program is configured so that knowledge acquisition is systematic and characterized by open channel communication among the management and employees.
A review by Bontis, Crosson & Hulland (2002) shows that the implementation of knowledge practically is faced by various challenges from the past due to poor concrete data. The inquiries that are carried out in firms result in the learning process. For instance, deviation from outcomes expected causes employees in different departments to indulge in dialogues that help solve the discrepancy. Members of the organization interact among themselves; therefore, they engage in the learning process. These interactions do not follow procedures and rules that are defined within an organization.
Theories of organization Learning
The espoused theory outlines the formalities which exist in an organization. For instance, rules and regulations are outlined in the codes of conduct in communication channels involved in solving a given problem. The instructions outlined confine employees’ specific course towards solving a problem; for example, when a computer hangs, the individual using it should reboot and contact the ICT technicians for action. Additionally, there exist theories that explain various activities carried out.
Basically, individuals can stick to protocols that rely on employee interactions to solve various issues while learning at a particular time. For instance, instead of the employee troubleshooting and contacting the ICT professional, an individual can request colleagues to get a solution. Therefore, it is paramount that organizations adopt the theories that provide an open interaction system while learning in the environment. Thus, the practitioner facilitates the Organization’s learning process while improving its output as part of long-term goals.
In this case, the most successful method will be a combination of different methodologies that ensure the management and workers achieve skills that steer the organization. This goal expounds on practitioner and academic literature in organizational learning while influencing the process of change.
Academic Literature on Organizational Learning
The organization’s learning dynamics have long been characterized by routine, target, and history. This shows that employees were more exposed to various procedures during work, which has been utilized to achieve certain objectives in the past. The lessons that have been learned in the past are easily remembered despite the scenario being forgotten. The lessons that have been learned in the past are now reinforced using routine procedures. Besides, the scenarios which boost these lessons with time are obsolete to the organization. Organizational learning occurs through applying imitation, training, and interactions that change gradually from diverse overtime interactions.
The utilization and transfer of new knowledge enhance continuous organization improvement. The created information is relevant to organization needs, as defined by Hester & Heijboer (2016). They expounded that the ability to compete is achieved by continuous learning. However, the learning process occurs at different levels that involve constant communication among workers in a different department with management.
Hester & Heijboer (2016) outlined conventional learning as a simple designing process that has grown to be dynamic in different components that are incorporated in addressing diverse issues over time. Organizational learning is incorporated by various organizations and brought rapid changes in the business environment. Also, the lack of efficient guidelines and instruments in Organization learning has immobilized implementation in firms.
Models of Organization learning
The models that enable organization learning guide the process in implementation, transfer, designing, and creation. These include;
- Single-loop learning.
This model is a basic unit in organizational learning that controls behavior change as a form that guides incremental learning, which occurs while solving problems. This exists in organizational structure in the absence of alterations for the system to work better. Strategies applied in the mitigation process are altered but retain the values used in guiding the model, as explained by (Vera & Crosson 2004). The learning entails the identification of issues with the development of measures that are tied to organization norms. A defective product in the line of production is identified as a correction that is made using specifications that ensure no fault is encountered in the future.
- Double-loop learning
This model entails modification of objectives that are subject to experience. The set goals are studied in the first stage by modifying the system to enable the attainment of goals considered in the second stage. For instance, a firm might encounter the release of defective products with a corrective mechanism that requires understanding organization values. The existence of a double feedback system shows a relationship established that links the values and observed effects of the mitigation process. The application of performance indicators that are not realized yet in an organization can result in a conflict source in different departments. This is addressed by coming up with achievable targets that are in line with employees’ system beliefs. Additionally, errors in the production unit are early identified while mitigating strategies that are laid down considering the firms’ norms. In turn, this creates a mechanism of feedback. The application of double-loop learning outlines priorities by restricting the assumption and norms in the organization.
- Triple-loop learning.
This is transformational learning, which comprises asking questions that concern organization operations as a reflection of opinions and attitudes with other members. Learning in this domain uses cognitive concepts as individuals continuously engage in operations within the company, which build trust relationship while promoting cohesiveness.
Change management using Organization Learning.
The change in the organization process is not complete through learning, which seeks aspects of the changing process. The alteration of the way and culture of carrying out business is done by identifying problems that exist and the strategic mitigation development. Learning should be carried out within diverse groups where the module trained is taught, coded, and presented by applying appropriate language, which is understood easily. For instance, technical words are presented by using pictures to portray scenarios in the original field. The creation of changes in knowledge is considered through social interactions with the internal and external business environment.
Practitioner Literature on Organizational Learning
Practitioners are facilitators of the learning process in an organization. This shows that the practitioner should consider existing systems that develop designs that complement the company’s process. The practitioners ensure that the material’s inadequate training and concepts are appropriately delivered. The consultant acts as a helper in learning as they carry analysis on cultural effects on decisions and productivity, which affect the business.
Effective learning in an organization provides good adaptive mechanisms in the external environment, bringing competitive advantage. Failure of effective practical guidance and organization learning implementation makes it difficult for firms to effectively roll out programs. The practitioners in organization learning provide expert knowledge required in evaluating, implementing, and designing the entire program. A combination of practical and conceptual approach provides the broad spectrum where the approach addresses competencies that are desired by organizations. Initially, it begins with identifying gaps, developing given designs, and later selecting theories that are used to address organization objectives.
The organization’s development within an organization determines the progression of an employee’s career (Johnson, 2019). Leadership style favors decision-making participation while encouraging employees to discover and learn talents in the working environment (Cillo, 2005). However, the learning process is continuous to ensure that workers are not stagnant at the entry-level positions. Various challenges require to be addressed within the course work. The employees should find mechanisms that handle issues when they arise without awaiting senior managers’ decisions as this might take time.
Lack of satisfaction at work results in higher turnover by employees, which scraps expertise acquired in a given time. When the worker’s needs are not met, they grow reluctant to use their talents and only focus on delivering minimum requirements. The consultant has the responsibility of identifying different employee’s levels in terms of progression in a career as well as the urge for in-service coaching or training in their expertise fields.
For instance, the entry-level jobs provide growth opportunities, but with work monotony, the employees stagnate with minimal growth documented. When the Majority of the employees in an organization are at the plateau stage, they lower the organization’s performance. In such a case, the practitioner considers applying continuous device training with modules at different levels (Johnson, 2019). This exposes employees’ new task with experience, which allows them to exercise in their decision-making autonomy.
Synthesis of Academic and Practitioner Literature on Organization Learning
Organization learning is a major subject of concern that occurs in various firms. This has resulted from cementing and ensuring change where the routine processes are advanced to greater organization benefits. This open system is facilitating continuous information sharing that influences organization decisions. The process of learning occurs in formal functions like programmed training in non-formal networks, such as a dialogue among employees.
By following the approach system, organization leadership addresses a deficiency in skills through different departments by allocating training and responsibilities in the workforce. Organizational growth is dependent on the application of organization training, which brings out a continuum on utilization and uptake of skills learned (Gharajedaghi, 2011). Rapid market changes in the market make firms adapt the learning techniques which incorporate good practices by employees. In turn, this favors the organization’s productivity related to traditional methodologies that majorly are focused on job aspects.
Additionally, the organization learning practitioners function as facilitators in the process of learning. This shows that they apply their voices in the instruction mode to ensure it is participatory. An open communication system ensures that workers constantly and freely consult supervision and management. The practitioners combine different methods to reinforce learning while promoting creativity within employees (Johnson, 2019). The organization’s learning success depends on the consultant’s expertise level with effective data analysis implementation that addresses the organization and market needs.
A well-organized learning model covers areas that are well-identified in the needs assessment plan on an evaluation basis. Brazelton & Gorry (2003) state a practical aspect involved in the organization learning that is achieved in applying theories of learning. Continuous consultation of these methods is necessary for determining the best approach that can be adopted by an organization.
Conclusion
The organization’s learning needs are not overemphasized in the organization’s settings. Changes in a rapid business environment are caused by technology and globalization that is mandatory for the development of organizations’ knowledge, which is competitive in the market. Previous studies have shown that different organization learning theories such as triple, double, and single-loop systems ensure that issues identified in the process are corrected to avoid future recurrence. The knowledge adopted reflects organization missions that favor cultural development while promoting continuous teamwork and career development. An in-depth analysis of practitioner and academic literature based on organization learning outlines its effects on organizations’ performance. The practitioners proceed as consultants in knowledge creation, identifying existing gaps, and implementing training modules within the organization. It is noted that individuals realize an organization learning a practical approach in the presence of an inclusive culture that enables continuous and teamwork learning.
References
Brazelton, J., Gorry, G. A. (2003). Creating a knowledge-sharing community: If you build it, will they come? Communications of the ACM, 46(2), 23-25.
Bontis, N., Crossan, M. M., Hulland, J. (2002). Managing an organizational learning system by aligning stocks and flows. Journal of Management Studies, 39, 437-469.
Cillo, P. (2005). Fostering market knowledge used in innovation: The role of internal brokers. European Management Journal, 23, 404-412.
Gharajedaghi, J. (2011). Systems thinking. Burlington, MA: Elsevier
Hester, V. B., & Heijboer, M. (2016). Learning culture, continuous learning, organizational learning anthropologist. Industrial and Commercial Training, 48(3), 123-128.
Johnson, W. (2019). Your organization needs a learning ecosystem. Retrieved from: https://hbr.org/2019/07/your-organization-needs-a-learning-ecosystem
Vera, D., Crossan, M. (2007). Organizational learning and knowledge management: Toward an integrative framework. In Easterby-Smith, M., Lyles, M. A. (Eds.), Handbook of organizational learning and knowledge management (pp. 122-141). Malden, MA: Wiley-Blackwell.