Organization Learning Theories
Introduction
Organizations currently are faced with extreme and continuous adjusting environments, and to thrive, businesses are demanded of them to find means and know-how on how to embrace the changes. Learning is a constant process from which proficient companies and businesses derive aggression opportunities from their rivals. Argyris and Donald Schon believe that personal and collective people learn from their shortcomings. Through mistakes, an individual identifies their errors and learns what needs to be done to rectify the error. When employees interact with their subordinates, they gain something new. Organization learning is usually a pricey venture and a vast area that is affected by various disciplines. Organization learning theories are expressed as steps of establishing, maintaining, and conveying of proficiency inside an organization. Hence, the knowledge acquiring happens when adjustments in organizational attitudes and achievements occur due to specific experiences. Business affairs that increase its competency without affecting its primary functions are single-loop learning practices, one of the organization’s learning methods. It occurs when mistakes made are rectified, and business activities usually continue. According to Argyris and Donald Schon, when an organization makes efforts to improve and adjust its proficiency and skills or regimes, they are adopting the double-loop learning hypothesis. This hypothesis encourages the organization to recognize its environments to define appropriate objectives to maximize its resource.
Organization Learning Contextual Factor on Power
In the course of the organization’s learning process, replacing their power system or single-loop learning may occur but naturally slight the old system. Organizational objectives intrinsically are connected to the firm’s performance. The effects of organization learning on power present distinct ways of management but are still part of power use, which characterize contemporary managerial transparency.
The arguments of power and command are rarely discussed in theories about knowledge enhancement of organizations, but the independent notions of energy are more hypothetical than actual. According to Örtenblad (2001), implementation like job exchanges and information circulation and also views on common goals originally speared towards attaining goals.
The organization authorities’ affects a member’s perception of the learning ventured. Managers also choose their team members to change the composition of competency in the groups. Organization functional heads, mainly emphasis on attaining of their practical objectives at the expense of group achievements which reduces the group achievements. Teams must be held responsible for the performance, and functional managers must be held liable for technical excellence through the development and coordination of resources (Holland, Gaston, & Gomez, 2000). For organization cross-functional teamwork to be excellent, leaders should clarify their members’ expectations and diligently identify and compensate achievements (Holland et al., 2000).
Organization Learning Contextual Factor on Culture
Culture conveys and shares the prior organization learning experiences. Philosophically is the binding union among employees in an organization (Hammer, 2010). An organization needs to establish common objectives for their subordinates, to facilitate the acceptance of distinct networks and advancements efficiently. Stimulating proficiency and philosophy sharing encourages effective communication of proficiency in an organization at all ranks. However, employees have different customs and practices, presenting a challenge in sharing their multiple cultures, and it can consequently accumulate knowledge one way or another (Ardichvili, 2008:543).
Organizational culture is among the significant facilitators of proficiency partition. Organization members’ acceptance to confirm from each other can also be connected to their unique beliefs and practices. Well-being, ranks, attributes, and embarrassment perceptions, to mention a few, dramatically affects employees’ reaction on their interactions efforts. Lack of communication among employees due to different cultures can negatively impact an organization’s performance (Ardichvili, 2008: 543-544).
An organization’s practices and customs attributes are comprised of distinct contributing elements, particularly in the proficiency ground practices, impacts the implementation of knowledge control in the organization (Intezari et al., 2017). These attributes are transparency in information feedback, attitudes towards knowledge, certainty, back up and participation of the spearheads, the organization’s motivational methods, and the members’ perception of their freewill in comparison to how they are governed.
Organization Learning Contextual Factor on Gender
Argyris and Schon’s hypothesis incorporates both male and female attributes through the connection of the single-loop (male) learning and double-loop (female) learning. Both male and female employees possess different competencies and contribute differently to businesses’ performance. Organizations should adopt the techniques of interchanging male and female learning methods according to the composition of the organization issues. To control the organizational learning adjustments, the organization needs to reach out to the authority for knowledge acquaintance to the lower ranks in the organization (Raaijmakers et al., 2018). By incorporating both genders and expanding them, the organization is bound to advance its learning hypothesis by establishing a gender equality environment.
Learning in an organization should be practiced in an environment where both genders are involved and within various types of systems. Gender discrimination can cause damaging effects on an organization and its competency. Discrimination also affects the social perception of the training and influences the learning outcome (Johansson & Abrahamsson, 2018). The organization should ensure strong bonds are created with all its members, and completely discourage gender inequality by setting universal rights and goals for all in spearing the organization’s achievement and competency (Martin et al., 20180).
Conclusion
The organization learning hypothesis mostly promotes the idea of common objectives and practices, corporate training, and constant advancement. They also concentrate on improving communication among the employees while at the same, ensuring a vital realization of proficiency. Issues like authority, gender inequality, and organizational and employees are often overlooked regardless of their detrimental effects on organizational learning and overall performance. In the organization’s learning processes, the directors expect all employees to fall in line and comply accordingly. However, employees views and notions differ relatively on the developing of their task performance, and educating advocates may not often accept the programs created by the controlling bodies
An organization is presented as a field where various individuals seek to continue their personal and collective curiosities. This would show a different organization statute, leading to a misrepresentation of its value. Thus, the main organizational effort is to endow its employees’ readiness in combating with day to day organization’s life situations. Apprehensions and disputes in the organization learning, typically emerging from good contrasts of desires and authority among the heads staff, teaching adviser, and the external environment. As a result, employees require frequent monitoring, and at the same time, retain their control and freedom. Employees should learn how to interact with each other while maintaining their professional standards.
Finally, for active organizational learning, the leaders should ensure all goals are outlined clearly to avoid employees’ underperformance. The management should accommodate workers’ different cultures and practices and create an understanding with which behaviors are encouraged and acceptable, improving their interactions in which they learn from each other. Favoritism and discrimination of one gender over the other should be demolished as it hinders the effect knowledge gain and competence of organization employees and can affect different.
References
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Hammer, P. S. (2010). A new culture of awareness. PsycEXTRA Dataset. https://doi.org/10.1037/e717442011-002
Holland, S., Gaston, K., & Gomes, J. (2000). Critical success factors for cross‐functional teamwork in new product development. International Journal of Management Reviews, 2(3), 231-259. https://doi.org/10.1111/1468-2370.00040
Intezari, A., Taskin, N., & Pauleen, D. J. (2017). Looking beyond knowledge sharing: An integrative approach to knowledge management culture. Journal of Knowledge Management, 21(2), 492-515. https://doi.org/10.1108/jkm-06-2016-0216
Johansson, K., & Abrahamsson, L. (2018). Gender-equal organizations as a prerequisite for workplace learning. The Learning Organization, 25(1), 10-18. https://doi.org/10.1108/tlo-05-2017-0050
Martin, L. M., Lord, G., & Warren-Smith, I. (2018). undefined. The Learning Organization, 25(1), 40-50. https://doi.org/10.1108/tlo-06-2017-0057
Örtenblad, A. (2001). On differences between organizational learning and learning organization. The Learning Organization, 8(3), 125-133. https://doi.org/10.1108/09696470110391211
Raaijmakers, S., Bleijenbergh, I., Fokkinga, B., & Visser, M. (2018). The gender subtext of organizational learning. The Learning Organization, 25(1), 19-28. https://doi.org/10.1108/tlo-05-2017-0048