1

learning organizations and organizational learning

Student's Name

Department, Institutional Affiliation

Course Code: Course Title

Professor's Name

Date
 2

learning organizations and organizational learning

Organizational learning is a process, while the learning organization is the result or a state

achieved in an organization. Organizational Learning is the process of detecting and correcting

errors. Organizations learn about individual behavior as agents: individuals and behavioral learning

"There are 4 things related to Organizational Learning, namely additional knowledge, information

dissemination, information interpretation and organizational memory"

A Learning Organization is an organization that carries out a learning process. This is intended so

that within an organization it can remain stable despite the many changes that occur. In realizing

Organizational Learning, it can be done in several ways such as training, courses, outbound, and

others. This method can be applied to employees or the entire community in an organization:

1. Personal Mastery: The ability to continuously and patiently improve insight to be objective

in seeing reality by focusing energy on strategic matters. Learning organizations need

employees who have high competence, so that they can adapt to changing demands,

especially technological changes and changes in the business paradigm from a physical

strength-based paradigm to a knowledge-based paradigm.

2. 2. Mental Model A process of self-assessment to understand, assumptions, beliefs, and

prejudices on the stimuli that arise. Mental models allow humans to work faster. However,

in organizations that are constantly changing, this mental model sometimes doesn't work

well and hinders the adaptation needed. In learning organizations, this mental model is

discussed, scrutinized, and revised at the individual, group, and organizational levels.

3. 3. Shared Vision Commitment to explore a shared vision of the future purely without

coercion. Because the organization consists of various people with different educational

backgrounds, ethnicities, experiences and cultures, it will be very difficult for organizations

to work in an integrated manner if they do not have the same vision. In addition to

differences in employee backgrounds, the organization also has various units whose work
 3

differs from one unit to another. To move the organization to the same goal with activities

focused on achieving common goals, it is necessary to have a vision shared by all people

and all units in the organization.

4. Team Learning Ability and motivation to learn adaptively, generatively, and

continuously. Now more and more team-based organizations, because organizational

designs are made in cross-functional which is usually team-based. The organization's ability

to synergize the activities of this team is determined by the existence of a shared vision and

the ability to think systemically as described above. But without the habit of sharing

insights into success and failure that occurs in a team, organizational learning will be very

slow, and even stop. Learning in organizations will be faster if people are willing to share

insights and learn together. Sharing knowledge insights within the team is very important

for increasing the capacity of the organization to increase its intellectual capital

System Thinking Organizations basically consist of units that must work together to produce

optimal performance. These units include what are called divisions, directorates, sections, or

branches. The success of an organization is largely determined by the organization's ability to do

work synergistically. The ability to build this synergistic relationship will only be possessed if all

unit members understand each other's work and understand the impact of the performance of the

unit where he works on other units. The five dimensions of Peter Senge need to be integrated as a

whole, developed and internalized by every member of the organization, and manifested in daily

behavior. These five dimensions of learning organizations must be present together in an

organization to improve the quality of human resource development, because it accelerates the

learning process of the organization and increases its ability to adapt to change and anticipate

changes in the future. The five dimensions of Peter Senge need to be integrated as a whole,

developed and internalized by every member of the organization, and manifested in daily behavior.

These five dimensions of learning organizations must be present together in an organization to

improve the quality of human resource development, because it accelerates the learning process of

the organization and increases its ability to adapt to change and anticipate changes in the future.

Some organizations have found it difficult to embrace personal mastery because as a concept it is

an intangible and immeasurable benefit. In addition, personal control can be seen as a threat to the

organization. This threat can become real, as Senge points out, that "to empower people in

organizations can be counterproductive". In other words, if individuals are not involved with a

shared vision, personal mastery can be used to advance their own vision.

In some organizations the lack of a learning culture can be a barrier to learning. It is important to

create an environment where individuals can share learning, so that more people can benefit from

knowledge and individuals become empowered.

A Learning Organization needs to fully embrace the abolition of the traditional hierarchical

structure. This is a barrier to the development of a shared vision and knowledge sharing.

Individual inhibiting to learn.

Resistance to learning can occur in a learning organization, if there is not enough awareness at the

individual level. This is often faced by people who feel threatened by change or believe they have

the most to lose. The same people who feel threatened by change tend to be closed-minded and

unwilling to engage with mental models. Unless implemented coherently across the organization,

They view learning as elitist and confined to more senior levels within the organization. If this

were the case, learning would not be viewed as a shared vision. If training and development is

mandatory, it can be seen as a form of control, not a form of personal development and the pursuit

of personal mastery rather than a collective pursuit of organizational goals.

Provides a view of the three waves of "learning" (learning). • In the first wave, organizations and

companies concentrated on improving work processes. In this phase, the concept of "kaizen",

TQM, and other concepts that are based on overcoming obstacles and limitations emerges. • Next,

the second phase focuses on improving how to work. This phase is mostly focused on improvising
 5

ways of thinking and learning about dynamic, complex, and conflicting system problems. • In the

third wave, the concept of learning is really embedded in the organization as the perspective and

thinking of leaders and workers.

1. The individual learning process is going well.

2. The knowledge sharing process is going well.

3. Organizational culture supports learning processes and activities

4. Members are fully motivated and supported to be able to think critically and dare to take risks on

innovations and new ideas that they carry out.

5. The organization views that members have an important contribution to the progress of the

organization.

By supporting learning activities, businesses may adapt to and even lead environmental

change. This ideal organizational vision has been dubbed the learning organization. By

encouraging learning activities, companies may adapt to and even lead environmental change.

Nursing managers should guarantee that nurses have the ability to adapt to technological and

environmental change by providing them with on-going education and training. This could ensure

that nurses have the ability to consistently offer patients with nursing care. With the evolution of

healthcare technology and the promotion of patient-centered care, nursing staff must regularly

improve their competence in order to satisfy patient needs and maintain consistent quality service

provision. Health care organizations have taken use of these elements to designate themselves

"learning organizations" in an effort to better educate their employees and better respond to the

demands of their patients.

It is becoming more crucial for healthcare institutions, particularly for hospitals that are dealing

with shifting social and economic patterns. Employees in hospitals must be committed to lifelong

learning if they hope to improve the quality of care they deliver to patients. In order to offer the

best possible care for their patients, nurses must constantly upgrade their knowledge and skills. A
 6

'learning organization' mentality can help hospital administrators improve creativity and efficiency,

meet the needs of healthcare workers, and increase organizational commitment. Continuous

learning is critical to the success of healthcare organizations, which are knowledge-intensive. The

importance of creating a learning environment cannot be overstated. Further research is needed to

examine the impact of additional variables on the concept of 'learning organizations.' There is a

scarcity of nursing staff and a high turnover rate around the world, which is a problem for nursing

leaders. As a result, nursing managers must develop ways to influence organizational commitment

in order to keep their personnel committed to the organization.

Unemployment tends to rise when the economy is in decline. Workers are affected greatly

by this change. As a result, people are able to put up with their current situation since they have no

other choice. To avoid losing their employment, they keep a safe at work. They'd rather keep their

concerns to themselves. In order to avoid losing their jobs, they readily comply with all job

requirements. If you are looking for a new job, there is a high demand for workers, making it an

employer's market. Businesses in the United States are at risk of losing their best employees as the

economy improves. To ensure the long-term viability of an organization's staff, it must devise

plans for employee training and development. There are a number of ways an organization can

build trust, such as: Organizations that have a high level of trust are three times more likely to

succeed than those that lack it (Covey, 2007). In a down economy, companies that fire people or

force them into early retirement can lose the trust of a new generation of workers. As a result,

organizations need to put employee-organization trust at the forefront of their employee

development plans.

• Make use of the expertise that already exists among the workforce. To avoid getting bogged

down in what the employees were saying, it was better to focus on what they were doing.

The organizations that employ them must find ways to motivate people to use their finest skills and

abilities. Teamwork and goal orientation will be encouraged by a more simplified, flat, and
 7

adaptable design for work (Wang & Ellinger, 2011). Young employees will be able to take on

more senior roles inside the company by working together as a team wait till they arw old enough

to do so.

• Developing employees' ability to collaborate and communicate will help to establish effective and

efficient collaborative groups (Alexander, 1996). Command and control is not an effective

leadership style since it discourages employees from being productive.

Identifying the strengths and weaknesses of different generations in the workplace is a critical task

for every organization.There is a need to discover out what each generation brings to the table, and

then take advantage of it, because there are almost four generations in most businesses (Sproull,

2010). Because of the generation gap, firms must develop ways to accommodate Gen Y's need for

freedom in order to get the job done.In order to provide employees with accurate feedback, proper

data collection methods must be developed and implemented. Such information will aid

management in determining the root cause of an issue, which may subsequently be communicated

to workers for any necessary changes (Covey, 2007). Repeated errors are the outcome of

speculative explanations for difficulties. Leaders can properly praise and support staff for a job

well done if they have reliable information. Dedicated personnel can also be rewarded and

recognized through these means. The evolution of using these methods, workers can be bolstered.

• Organizations must explain explicitly how each employee's contribution to value can be

measured (Alexander, 1996). It is critical that leaders provide a detailed explanation of how they

can improve the quality of service they provide to both their staff and their consumers.

Strategy for the development of Organizational Development

An organization's efficacy and efficiency can be improved through purposeful, large-scale

initiatives (Wang & Ellinger, 2011). It is a long-term and multi-faceted method for achieving

transformational change and bringing about both individual and organizational progress. In order

to achieve organizational growth, there are a number of options: Even though most firms already
 8

have creative and visionary managers in place, enhancing their leadership skills will lead to better

results (Sproull, 2010). It should strive to be a game changer. All levels of management must take

responsibility for directing personnel in the right direction

keeping track of essential goals

There should be an emphasis on growth in the organization's culture, system, and process

promoted, maintained, and supervised.

• Work-life balance should be encouraged to increase employee engagement.

quality of life and work environment (Covey, 2007). The company will have a motivated,

informed, and engaged workforce if it manages these components.

• The working atmosphere should be qualified by equality, inclusiveness, and diversity.

anywhere in the world (Wang & Ellinger, 2011). In this way, the employees and the company will

be able to reach their maximum potential without any manipulation or interference.

• Enhancing performance aids firms in making the most of their business strategies

For example, in (Sproull, 2010). Strategic decisions can be made with the goal of maximizing

benefit through performance measurement and monitoring.

• Strategic labor and realignment planning will aid in long-term viability. Preparation quality

services, financial objectives, and relevance of human resource management are the driving forces

for realignment and realignment.

In order to successfully implement and manage change, leaders need to be better trained. Failures

of such programs are caused by a lack of knowledge in change management.

Stages of Skill Development

It is common for learners to progress through many phases of learning. Trainers might use a

learner's readiness level as a guide to help them grow faster. Fitts and Posner's three-stage model is

among the most widely used models for describing the stages of learning. As a result, it doesn't

take into account the school's teaching methods. Knowledge of the stages of learning helps the
 9

trainer determine what degree of activities the learner is capable of accomplishing. As an

Organizational Development Practitioner, I've seen incremental shifts from one learning cycle to

the next.

The Learning Process: The Cognitive Phase

This is the beginning of the process of education. It's been called a "mental stage" in the past.

When the learner is striving to grasp the fundamentals of the skill, it occurs. Knowing how things

are done and where the boundaries are are among the difficulties. In my situation, it was learning

how to practice what I preach. As a part of this, we looked at various types of organizations and

organizational structures, studied organizational changes and read about the many methods in

which professionals are engaged in organizational development. Because the students are still

learning, they aren't always aware of their mistakes or how to fix them. It's important to get

feedback at all times while providing clear and concise directions. There are a lot of attempts that

look choppy

Intentional and unsynchronized. It's a stage in the learning process.

Learning in the Associative Phase.

Beginners at this point have mastered the fundamentals of the skill and are focusing on developing

an internal understanding of the technique. It has become easier for students to spot their own

mistakes, and the number of mistakes they commit has decreased as a result. It becomes easier for

them to distinguish between what's relevant and what's not (Rumohr, 2013). The ability to succeed

in a variety of situations is developed. The student also begins to understand how to use their skills

in a variety of contexts.

the ability to do anything (Rumohr, 2013).

Organizational Development Practitioners are required to have a wide range of structural and

functional traits, which I was able to identify at this point in my training. This allowed me to

distinguish between companies that had experienced necessary organizational growth and those
 10

that had not. " Changes in organizational structure and behavior are at the heart of organizational

development. I was able to discover some of the organization's inefficiencies and needs for

improvement by researching its operations and workings.

Developing Self-Reliance in Learning

Finally, you've reached the end of your education. At this point, the talent has been fully

assimilated. When practicing the skill, the learner isn't paying attention to how it's being executed.

There are fewer mistakes, and the pupil can quickly identify and remedy those that remain. This

time around, the focus has shifted to the most cutting-edge technological aspects of the expertise,

such as creativity and entrepreneurship.

Diverse teams can come up with better solutions to challenging issues. Groupthink is less likely to

occur when there are a lot of diverse viewpoints in the room. Groupthink arises when members of a

group make an unreasonable or problematic decision because they place more importance on

conformity and harmony than on critical examination and precise analysis. Since no single

majority group can command the allegiance of the entire populace, having a more diverse

leadership team is essential. Everyone has the opportunity to express themselves and not follow the

group blindly if they disagree with them. Additionally, a varied leader views the world through a

variety of lenses, resulting in better solutions for the populations he serves.

Having a diverse leadership team can also help to retain a varied workforce.. For those who believe

that their current employer does not offer them the opportunity to grow and develop, they will just

leave. This will allow for better communication with employees, especially those from a wide

range of backgrounds and experiences. They will be able to see what the leadership is like in

action. While past generations were less diverse, millennials are already more so. As more

millennials join the workforce, the workplace will become more diverse, and they are more likely

to stay in an organization that grows with people they can relate to.
 11

It is possible to promote multi-cultural capabilities in the workplace through fostering the

development of diverse leaders and employees. An informal sponsorship and mentoring network

will naturally arise among those who share a shared interest. An in-group bias occurs when people

favor members of their own group above those from other groups. The leaders of a more diverse

organization can serve as mentors or sponsors for the larger group of varied professionals. Other

people are frequently left out of the equation when it comes to organic sponsor and mentor

relationships because of this.

Sponsorship and mentorship programs are designed to encourage employees to form relationships

with people of all races, genders, and ethnicities, regardless of their age or background. This helps

to promote multi-cultural competence in the leadership team, as well as throughout the

organization.

Diversity and Leadership's impact on learning in the workplace

Despite the fact that bias and narrow-mindedness contribute to missed opportunities and exclusion,

most managers are still unaware of this fact. To avoid misinterpretation, it's best to avoid a

situation in which there are significant inequalities in gender, race, or ethnicity. It could get worse

if nothing is done. Workers' morale would deteriorate and the work environment would become

toxic in the long run.

Leaders may not be aware of the level to which bias has become entrenched and systemic. There

will be a stifling effect on learning if these discrepancies are not dealt with in a productive manner.

" As a result, the organization's ability to adapt to rapid change will be impaired. In order to

properly address diversity, both personal and group interactions and the overall system must be

considered. To be successful in the future, organizations must focus on enhancing the creative

potential of diverse viewpoints (Marsick, V.J. & Watckins, K.E., 1994). Diversity in race and

gender can teach businesses a lot about how to better serve their clients and employees. Diversity

is more than simply a way to manage people; it may also assist the firm realize effective market
 12

penetration, employee retention, and strategic planning.. A safe workplace can be made even safer

by examining cultural differences.

Learning in the workplace is the optimal atmosphere for increasing one's ability to achieve desired

outcomes. Organizational leaders believe that all opportunities to learn are meaningful and

successful when they are shared with others, and that learning can take place at any given time

(Kerka, 1995). The majority of learning firms prefer to provide opportunities for their staff to learn,

thereby enhancing creative tension acceptance, discussion and openness, and risk-taking (Smith,

2007). Leaders can easily stay in their comfort zone, which makes building a learning organization

an extremely difficult endeavor. There are several ways in which leaders have taken on this

essential responsibility. Others are focusing on developing the organization's overall ability to

adapt to change, while others are focusing on a specific change management strategy. However,

according to Senge (2010), most of them agree that there is an approach to work management and

organization that transcends both human and pragmatic terms and with which the performance is

improved and with which the creation of a workplace environment that appeals to the majority of

us is achieved.
 13

References

Alexander, J. (1996). Organizational development strategies on nursing units. Nursing

Connections, 9(3), 43-52

Azmi, F. T. (2008). Organizational learning: Crafting a strategic framework. ICFAI Journal of

Business Strategy, 5(2), 58-70.

Blackman, D., Connelly, J. & Henderson, S. (2004), “Does double-loop learning create reliable

knowledge?” The Learning Organization, 11: 1, pp. 11-27.

Cheetham, G. & Chivers, G. (1998), “The reflective (and competent), practitioner: a model of

professional competence which seeks to harmonize the reflective practitioner and

competence-based approaches”, Journal of European Industrial Training, 22: 7, pp.

267- 76.

Covey, S. (2007). Organizational development. Training, 44(4), 40.

Rumohr, F. (2013). Reflection and Inquiry in stages of learning practice. Teaching Artist Journal,

11(4), 224-233.

Harrison, R. (2000). Learning, knowledge productivity, and strategic progress. International

Journal of Training & Development, 4(4), 244.

Kerka, S. (1995). The learning organization: myths and realities. Eric Clearinghouse. Retrieved

from: http://www.cete.org/acve/docgen.asp?tbl=archive&ID=A028
 14

Kolb, D. A., Osland, J. S., Turner, M. E., & Rubin, I. M. (2007). Organizational behavior:

Behavior reader (8th ed.). Upper River, NJ: Prentice-Hall.

Marsick, V.J. & Watckins, K.E. (1994). The learning organization: An integrative vision for

HRD. Human Resource Development Quarterly. 5(4). 353-360.

Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New

York, NY: Doubleday/Currency.

Tsai, Y. (2014). Learning organizations, internal marketing, and organizational commitment

in hospitals. BMC Health Services Research, 14, 152.

doi:http://dx.doi.org.libproxy.edmc.edu/10.1186/1472-6963-14-152

Yun-Jo, A., & Reigeluth, C. M. (2005). A study of organizational learning at smalltown hospital.

Performance Improvement, 44(10), 34-39,48. Retrieved from

https://login.libproxy.edmc.edu/login?

url=http://search.proquest.com.libproxy.edmc.edu/docview/237233373?accountid=34899
 15

Senge, P.M. (2010). The fifth discipline: The art and practice of the learning organization.

New York City: Random House LLC.

Sonwalkar, N. (2008). Adaptive individualization: the next generation of online education.

On the horizon, 16: 1, Emerald Group Publishing Limited, ISSN 1074-8121, pp. 44-

47.

Yeo, R. K. (2005). Learning institution to learning organization: Kudos to reflective

practitioners. Journal of European Industrial Training, 30: 5, pp. 396-419,

Emerald Group Publishing Limited. DOI 10.1108/03090590610677944.

Sproull, L. (2010). Organizational learning. Stanford's Organization Theory Renaissance,

1970–

2000, 28, 59-69.

Wang, Y., & Ellinger, A. (2011). Organizational learning. International Journal of

Manpower, 32(5/6), 512-536.