Organisational Learning - Free Essay Example

Sample details Pages: 8 Words: 2500 Downloads: 5 Date added: 2017/06/26 Category Business Essay Type Review Did you like this example? It has been stated that a business derives value from knowledge, know-how, intellectual assets and competencies rather than things and that these capabilities are vested within people (Hamel, 2005). Consequently, in order to create an enduring competitive advantage, a company must therefore focus on the retention and development of its organisational expertise (skills set, tacit and explicit knowledge, capabilities and core competences) and how to engage staff in the process (Porter, 2004; French, Rayner, Rees Rumbles, 2008). Two contrasting learning philosophies appear to exist within organisations à ¢Ã¢â€š ¬Ã¢â‚¬Å" a basic, predominantly instructional approach focussed on remedial action to correct errors or omissions; and a more comprehensive lifelong learning recognising the fundamental importance of employees to business therefore adopting a more developmental approach (viewing people as assets) (Beardwell Thompson, 2014). Don’t waste time! Our writers will create an original "Organisational Learning" essay for you Create order Training is a planned and systematic way of improving an individuals knowledge, skills and attitudes so that they can perform their current role more competently, whereas development is the process of preparing a person to take on more onerous responsibilities or equip them to face higher level, future challenges within the organisation (Malone, 2003: 76). Learning is the process that brings about a persistent change in behaviour through the acquisition of increased competence to deal successfully with the operating environment through the acquisition of knowledge, skills and required attitudes (French et al, 2008: 123). Whilst learning is focussed on the acquisition of the required skills and competences to perform effectively, this has to be linked to performance i.e. combining this essential learning with the motivation to engage in a manner that applies it in a way that delivers improved or enhanced results (Bratton Gold, 2007). This learning (and its application) can take place at various levels within a company à ¢Ã¢â€š ¬Ã¢â‚¬Å" such as on an individual or team/group basis à ¢Ã¢â€š ¬Ã¢â‚¬Å" but the focus of this paper will be on organisational learning aspects (French et al, 2008). Key Definitions and Concepts Organisational learning can be viewed as the process by which a company can build a collective or shared knowledge base and the development of mechanisms to retrieve and disseminate this knowledge (Hora Hunter, 2014). This is built upon the premise that as an organisation grows and adapts, it is able to generate/create a store of institutional knowledge that delivers a collective business benefit exceeding that which could be expected to be provided by employees operating individually (Hagen, 2010). As a company develops over time, the collective learning that takes place generates organisational knowledge à ¢Ã¢â€š ¬Ã¢â‚¬Å" the shared intelligence specific to that company accumulated through both formal systems and the shared experiences of people in the organisation (Cole Kelly, 2011; Johnson, Whittington Scholes, 2011). Organisational learning therefore requires an entity capable of continual regeneration through the application of knowledge, experience and skills by creat ing a culture that encourages challenge and review (Johnson et al, 2011). The traditional, rigid, hierarchical structures that ensure the command and control of individuals are no longer conducive to competing in more dynamic environments or for generating organisational learning (Henry, 2011). Organisational learning consequently refers to the capacity of a company to learn how to do what it does, where what it learns is possessed not by individual members but by the collective à ¢Ã¢â€š ¬Ã¢â‚¬Å" when the group acquires the know-how associated with its ability to carry out its collective activities then organisational learning has taken place (Cohen Sproull, 1996). Organisational learning provides a mechanism to address the essential nature of knowledge (Thompson McHugh, 2009), in that there are fundamental differences in terms of explicit knowledge (which can be expressed formally and communicated through language) and tacit knowledge (which is difficult to formalise or commu nicate as it is embodied, personal and rooted in action/context) (Nonaka, 1994). A company requires the effective application of tacit knowledge developed from a more intimate appreciation of their operations and environment, in order to build a sustainable competitive advantage (Henry, 2011; Porter, 2004). This tacit knowledge can be perceived as corporate wisdom and despite the challenges associated with its transmission and dissemination, organisational learning approaches can be used to capture it effectively to create, innovate and maintain the competitive advantage required (Mullins Christie, 2013). In terms of individual employee capabilities, a company requires skill in the person (rooted within the individual and can be developed through education, training and experience), skill in the job (meeting role requirements) and skill in the setting (an understanding and appreciation of the shared/collective interests of the company and the organisational culture) (Johnson et al, 2011). Effective organisational learning approaches should therefore seek to maximise the collective return from the application and sharing of tacit knowledge, and the skills that can be acquired and developed through the working environment and culture (Hatch Cunliffe, 2006), as these possess real business utility as they cannot be easily replicated by competitors (Barney, 1986). Organisational Learning Approaches Senge (1990) argued that an effective organisational approach to learning required the application of five key disciplines: Personal mastery à ¢Ã¢â€š ¬Ã¢â‚¬Å" understanding individual aspirations and creating clear linkages to organisational goals; Mental models à ¢Ã¢â€š ¬Ã¢â‚¬Å" creating a culture of reflection and inquiry to develop a wider awareness of the organisations needs so that individual thinking begins to anticipate those needs; Shared vision à ¢Ã¢â€š ¬Ã¢â‚¬Å" creating a collective commitment to a common purpose with activities and targets clearly linked to that purpose; Team learning à ¢Ã¢â€š ¬Ã¢â‚¬Å" group development interactions (rather than individual skills programmes) to ensure that training reflects requirements generated by shared goals; Systems thinking à ¢Ã¢â€š ¬Ã¢â‚¬Å" taking a holistic view to understand and appreciate key interdependencies, using feedback to develop, refine (and ultimately simplify) often complex systems. (Senge, 1990) For such an integrated thinking approach to be effective, the leader(s) must be able to develop a shared vision of where the organisation wants to be, developing a creative tension by also clearly articulating the current position of the company (Henry, 2011). The organisation uses clear mission and vision statements, underpinned by shared goals and targets to create a collective framework, which in turn shape learning interventions (often utilising individual or group performance development agreements) (Schein, 2004; Clegg, Kornberger Pitsis, 2011). In order to create collective commitment, flexibility and creativity from employees, learning opportunities/interventions must be relatively frequent, as this then creates an enduring capability for change and innovation (Huczynski Buchanan, 2013). Whilst this approach is reflected in many large organisations and has the capacity to foster a culture that could maximise the return from tacit knowledge held within the organisation (Knights Willmott, 2012), the structural emphasis outlined has been criticised. Unless the articulated mission and vision are regularly reviewed to consider the wider business environment and the demands of competitive advantage (Porter, 2004), thinking and learning can become constrained. Consequently, challenge is not encouraged and process/activity is seen as a worthwhile end in itself ultimately the focus on measureable achievement/innovation can be lost and a blame culture can develop (Seddon, 2008). Using organisational learning to manage the development and sharing of knowledge (as articulated by Senge, 1990) has the potential to maintain the competitive advantage required (Newell, Robertson, Scarborough Swan, 2009). However, to maximise the potential return, know-why (such as design rationale and reasoning à ¢Ã¢â€š ¬Ã¢â‚¬Å" the capturing of best practice) must be combined with know-who (the mapping of relevant expertise and skills) as well as know-how (promoting a learning and development environment in a manner that encourages innovation) (Mullins Christie, 2013). Efforts to capture the critical aspect of know-how has led to the creation of Communities of Practice as an organisational model of learning (Lave Wenger, 1998). Cross-functional communities of practice seek to utilise the informal, social interaction of the group (rather than rely on structured, mechanistic knowledge transfer mechanisms) to create an engaged learning approach focussed on what needs to be known by the group (Lave Wenger, 1998). Such groups often have the ability to capture and share vital tacit knowledge which more formal information management systems are often unable to do (Newell et al, 2009). A community of practice recognises that in order to learn and innovate, it is necessary to participate on a more personal level and to create engaged participation, it is necessary for people to feel included in the decision-process, thus allowing a sen se of ownership to develop (Easterby-Smith, Burgoyne Araujo, 1999). In sharing a concern, a set of problems, or a passion about a topic, the group/community are proactive in developing their knowledge and expertise, interacting on a regular basis (Wenger, McDermott Snyder, 2002). The perceived added-value of effective communities of practice has led to organisations attempting to manage the process by creating groups that cut across organisational boundaries in order to innovate, share knowledge and solve problems (Davenport and Hall, 2002).. However, the mere existence of a structure that brings people together does not ensure that this approach will be effective (Linstead, Fulop Lilley 2009). Attempting to overly manage or even directly control any Community of Practice could introduce the very constraints that these informal peer-to-peer groups originally sought to work against/around and thus minimise their effectiveness (Eraut, 2002). Issues and Caveats Whilst it is possible to gain greater business utility and an enduring competitive advantage from organisational learning approaches, the following aspects need to be considered: Superstitious learning. Where organisations learn the wrong things due to the connections between outcomes and actions being incorrectly specified e.g. rapidly or constantly adapting targets will be close to current performance levels (making being above or below the target an almost chance event) creating a misleading belief that organisational performance has improved. Ambiguity of success. Where the indicators of success are constantly modified or targets continually change, it is difficult to measure what has actually been learned by the organisation even if meeting a goal is seen as a major achievement. Competency Traps. Improving procedures or practices that do not deliver any real competitive advantage can create an illusion of organisational progress. In reality, they expose the company to competitors able to focus on improvements that deliver practical business benefits that meet customer requirements. (Hatch Cunliffe, 2006; Cohen Sproull, 1996). Essentially, organisational learning relies on knowledge management to capture and convert individual tacit knowledge into explicit knowledge that can be more easily shared with others in the company (Huczynski Buchanan, 2013). In considering such knowledge management and intellectual capital capture processes in relation to a learning organisation, a number of issues can emerge: Learning organisation positives: A rich, multi-dimensional concept affecting many aspects of organisational behaviour. An innovative approach to learning, knowledge management and investment in intellectual capital. Challenging concepts, focussed on the acquisition of individual and corporate knowledge. An innovative approach to organisation, management and staff development. Innovative application of technology to manage organisational knowledge (e.g. databases, internet and intranets). Learning organisation negatives: A complex/diffuse set of practices which can be difficult to implement systematically. Attempts to use dated concepts (from change management and learning theory) re-packaged as management consultancy projects. New approaches to encourage employee compliance with strict directives applied in the guise of self-development. New/innovative approaches to strengthening management control over staff behaviours. A technology-dependent approach which does not consider how people actually develop and use knowledge in the organisation. (Adapted from Huczynski Buchanan, 2013: 179). Summary A learning organisation is defined as an entity that encourages and facilitates the learning and development of people at all levels of the company, values that learning and which simultaneously transforms itself to maintain an enduring competitive advantage (Cole Kelly, 2011: 487). The best learning organisations are skilled at creating, acquiring and transferring knowledge whilst also being able to modify their behaviour(s) to reflect new knowledge and insights (Garvin, 1993: 80). To do so effectively, requires skills in terms of systematic problem solving, experimentation with new approaches, learning from experience and past history, learning from the experiences and best practices of others and the ability to transfer knowledge quickly and efficiently throughout the organisation (Cole Kelly, 2011). Unless the methods outlined (above) are able to create a collaborative environment where employees feel empowered to reflect on present practices and to provide improvement sugges tions, then they will not provide any real added-value when compared to more traditional/individual learning interventions (Fineman, Gabriel Sims, 2010). References Barney, J.B. (1986). Organizational Culture: Can it be a source of sustained competitive advantage? Academy of Management Review, 1986(11), pp. 656-665. Beardwell, J., Thompson, A. (2014). Human Resource Management: A Contemporary Approach, 7th Edition, Harlow: Pearson Education Ltd. Bratton, J., Gold, J. (2007). Human Resource Management: Theory and Practice, 4th Edition, Basingstoke: Palgrave Macmillan. Clegg, S., Kornberger, M., Pitsis, M. (2011). Managing Organizations: An Introduction To Theory Practice, 3rd Edition, London: Sage Publications Ltd. Cohen, M.D., Sproull, L.S. (1996). Organizational Learning, London: Sage Publications Ltd. Cole, G.A., Kelly, P. (2011). Management Theory And Practice, 7th Edition, Andover: Cengage Learning EMEA. Davenport, E., Hall, H. (2002). Organizational knowledge and communities of practice. Annual review of Information Science and Technology, 36, pp.171-227. Easterby-Smith, M., Burgoyne, J., Araujo, L. (Eds) (1999). Or ganizational Learning and the Learning Organization: Developments in theory and practice, London: Sage Publications Ltd. Fineman, S., Gabriel, Y., Sims, D. (2010). Organizing Organizations, 4th Edition, London: Sage Publications Ltd. French, R., Rayner, C., Rees, G., Rumbles, S. (2008). Organizational Behaviour, 9th Edition, Chichester: John Wiley Sons Ltd. Garvin, D. (1993). Building a Learning Organization. Harvard Business Review, July-August 1993, pp. 78-91. Hagen J. (2010). The Long Term Effects of Informational security: Learning on Organizational Learning. Information Management and Computer Security, 19(3), pp.140-154. Hamel, G. (2005). MT Master Class. Management Today, July 2005, p.5. Hatch, M.J., Cunliffe, A.L. (2006). Organization Theory: modern, symbolic, and postmodern perspectives, Oxford: Oxford University Press. Henry, A.E. (2011). Understanding Strategic Management, 2nd Edition, Oxford: Oxford University Press. Hora, M.T., Hunter, A. (2014 ). Exploring the dynamics of organizational learning: identifying the decision chains science and math faculty use to plan and teach undergraduate courses. International Journal of STEM education, 2014(1), p.8. Huczynski, A.A., Buchanan, D.A. (2013). Organizational Behaviour, 8th Edition, Harlow: Pearson Education Ltd. Johnson, G., Whittington, R., Scholes, K. (2011). Exploring Strategy, 9th Edition, Harlow: Pearson Education Ltd. Knights, D., Willmott, H. (Eds) (2012). Introducing Organizational Behaviour and Management, 2nd Edition, Andover: Cengage Learning EMEA. Lave, J., Wenger E. (1998). Situated Learning: Legitimate peripheral participation, Cambridge: Cambridge University Press. Linstead, S., Fulop, L., Lilley, S. (2009). Management Organization: A critical text, 2nd Edition, Basingstoke: Palgrave Macmillan Ltd. Malone, S.A. (2005). Learning About Learning: An A to Z of Training and Development Tools and Techniques, London: CIPD. Mullins, L.J., Christie , G. (2013). Management Organisational Behaviour, 10th Edition, Harlow: Pearson Education Ltd. Newell S., Robertson M., Scarborough H., Swan J. (2009). Managing Knowledge, Work and Innovation. Nonaka, I. (1994). A Dynamic theory of organisational knowledge creation. Organizational Science, 5(1), p19. Porter, M.E. (2004). Competitive Advantage: Creating and Sustaining Superior Performance, New York: Free Press. Schein, E.H. (2004). Organizational Culture And Leadership, San Francisco: Jossey-Bass. Seddon, J. (2008). Systems Thinking in the Public Sector: the failure of the reform regimeà ¢Ã¢â€š ¬Ã‚ ¦ and a manifesto for a better way, Axminster: Triarchy Press. Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization, New York: Doubleday Currency. Thompson, P., McHugh, D. (2009). Organizations: A Critical Approach, 4th Edition, Basingstoke: Palgrave Macmillan. Wenger, E., McDermott, R., Snyder, W.M. (2002). Cultivating Communi ties of Practice: A guide to managing knowledge, Boston: Harvard Business School Press.

One Flew Over the Cuckoos Nest Essay - 1104 Words

One Flew Over the Cuckoo’s Nest nbsp;nbsp;nbsp;nbsp;nbsp;This film unlike most others on the same topic had no real event to focus on. There was not just one climax or specific scene that the others built up to or supported. I cannot say that I enjoyed it but I do feel it has to a great extent affected me. The only reason I feel that this film is one worth watching is because of the latent message it holds. It very successfully exposes authority and bureaucracy in society. The characters in this film portray people that are either convinced or have been convinced that are crazy. nbsp;nbsp;nbsp;nbsp;nbsp;Mac, a man with no real purpose in life but to sail through it somehow, is sent to a mental institution for doctors to†¦show more content†¦He befriends everyone, even the surly and patronizing Harding, who feels he needs to be the victim of every situation. Mac’s rebellion against the bureaucratic and authoritarian Nurse Ratched, in the end takes his life. nbsp;nbsp;nbsp;nbsp;nbsp;Out of all the characters the one I loved most was that of Martini, a small man with a huge smile. He is perpetually smiling and always happy and does not let anything bother him. Even though he has no role as such in the film, without him, it would have been dry and lifeless. He brings out the funny parts of the movie and makes sure that the morbid theme does not overwhelm the audience. One of the scenes in this film, which has a huge and very profound impact on the viewer is the death of Billy. The sweet, stuttering, shy boy, who wants to be considered a man, is constantly haunted by his mothers and the nurse’s controlling nature. The viewer finally realizes how unfit the nurse is, when she threatens Billy and drives him to commit suicide. Billy’s death signifies how some people are simply ridden over and weakened by others. They are ruled by the will of others all their lives. Billy was not crazy he was simply a victim of his mother’s tyranny. Another scene that very aptly brings the film to an end is the death of Mac. The whole purpose of the film and its message is then made clear. MacShow MoreRelatedOne Flew Over The Cuckoos Nest1403 Words   |  6 PagesEnglish Written Assignment- One Flew Over the Cuckoo’s Nest Mr. Rader 23 November 2016 Word Count: 1411 In the novel One Flew Over the Cuckoo’s Nest, the author Ken Kesey 1.enthralls the reader’s attention by displaying events of 2.diminished 3.humanity all throughout the book. This book revolves around the idea that women may be a threat to the masculinity of mental ward patients. 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Music during WW and how it played a role. Essay Example For Students

Music during WW and how it played a role. Essay World War 2 was made to help get people through depression and motivate the men and women fighting in Europe and Asia. Everyone was into patriotism at this time including the music they listened to. At this time music has expanded its demographic to younger audiences, before it popular music was mainly appealing for adults. It contained many uplifting styles of music such as swing, be- bop, and country. For example Frank Sinatra became very popular to the young teenage demographic. He was the first singing teen idol. He created more swinging music to help with the ar with songs like The Birth of the Blues. Joy Stafford also became famous with her romantic World War 2 ballads. Most of her songs helped the troops overseas remember their wives and girlfriends back home. Other songs also helped like America Calling by Meredith Wilson, which helped boost morale of the country and convinced men to enlist into the armed services. It reminds them about what this war is about and to support it. Angels of Mercy by Irving Berlin, which was created after the bombing of Pearl Harbor dedicating the American Red Cross nurses, portraying them as Angels of Mercy wounded victims overseas. Back Home For Keeps by Carmen Lombard, which is about a wife waiting for her husband to return home. This song gave a good mood and also helped support the war. Cowards Over Pearl Harbor by Fred Rose, which gave great American Spirit by talking about how America will over Japan, the evil country. G. L. Blues by Floyd Italian, which describes the view of an American Soldier at war. It describes them as being lazy and doing nothing, which makes him depressed and mating to come home. His thinks that if they continue to have lazy soldiers, America will not be able to win. Hello Mom by Eddie Attenuated, which was about more about the propaganda during the war and gave more morale. Plus, it also supported the war bonds. It helped the parents who had a son in the war make them feel better. Ma! I Miss You Apple Pie by a 6. 1. At a training camp, which summed up what America is fighting for. The Apple Pie symbolizes Americas Freedom and how a soldier misses his Apple Pie. Wonder When My Babys Coming Home by Kermit Google and Arthur Kent, which is yet another song about a wife or girlfriend waiting for her lover to come home, waiting in her house. Ive been Drafted Now Im Drafting You by Lyle Moraine Chuck Foster, which is about the pains about separation and a soldier convincing his girlfriend to be proud to so him in uniform. In conclusion, the music during World War 2 where mainly about the war, patriotism, propaganda, and much more with lyrics that helped Americans get through the war years. Music during WWW and how it played a role. By Parkinson

Per-flection Paper Essays - Apoikozoa, Animal Welfare, Cat, Farm Cat

Per-flection Paper Per-flection Paper Madeline Barnard Monmouth University September 14,2016 Pre-flection Paper Growing up I was always surrounded by different types of animals, to dogs, cats, and horses. Due to growing up with all these animals, I have had many positive and negative experiences. Being surround with all these animals has only made my love for them grow stronger. My two dogs that I have now are one of the best things that has ever happened to me. It may sound cheesy but they have truly impacted my life for the better. Whenever I'm sad or scared they are always there for me even though they have no idea what's actually going on. I've also had many positive experiences with horses, my aunt owns a horse farm so growing up I was always allowed to ride them. If you have ever ridden a horse before you know the feeling of trotting down a trail feeling free with the wind in your face. Not to mention how therapeutic it is to just groom them! A horse barn comes with barn cats, I've never been as close to them as I am to other animals but they always come up for a good belly rub. Growing up I also had domestic cats I was not as fond of. The first cat my family had was a little timid at first but then he did start to interact with us. Sadly I a few months later he developed a rare incurable disease, which caused our family to make a tough decision. Do we spend a couple of more months with this cat or do we put him down? In the end, we did what was best for the cat and ended his suffering. The next cats we adopted came from a terrible home, which caused them to be secluded and not very friendly. My experience with cats has not been the best and I hope to further my relation with them throughout the semester. The more I think about the experiences I will have this semester involving this animal shelter I become more thrilled. I cannot wait to be able to help these cats socialize with Pre-flection Paper each other. I'm really anticipating this experience and looking a forward to all that I will learn. Going into this experience I do feel prepared but I do still have a few questions that hopeful will be answered at my time at the shelter. Two things I'm wondering are what is the adopting process as well as the requirements to adopt?