.......................4 Bibliography...........................................................................5 Explain the concept of learning organisation. With reference to an organisation of your choice critically evaluate how the five people behaviours to be encouraged in learning organisations, according to Peter Senge, can lead to the attainment of competitive advantage. Introduction: Learning organisation is an organisation that is continually expanding its capacity to create its own future and focuses on continually expanding and nurturing the new ways of thinking for its members (Garcarz, Chambers & Ellis 2003, pg.1). It develops, adapts and transforms itself in response to the needs and aspirations of people (Garcarz, Chambers & Ellis 2003, pg.3). And finally a learning organisation, allows people at all levels, individually and collectively, to continually increase their capacity to produce results they really care about (Garcarz, Chambers & Ellis 2003, pg.3). 5 People Behaviours: BP is a learning organisation, because they know that using knowledge better than their competitors is what can and will allow them to continue to lead the global market. The five disciplines that Peter Senge identified in innovative learning organisations are system thinking, personal mastery, mental models, a shared vision and team learning. Each discipline...
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...The environments that businesses operate within today are increasingly complex, dynamic and uncertain (Cooksey, 2003, p. 204). Learning to adapt to, and benefit from, changes and unpredictability in the environment is essential to an organisation’s success. However with this environment as the context for organisational learning, difficulties with traditional linear organisational learning becomes clear (Cooksey, 2003, p. 205). Systems thinking provides a way to understand the internal and external relationships within the organisation and the way that these can influence the organisation. In addition to building a more complete understanding of how organisation’s function, systems thinking brings together the elements that an organisation requires in order for it to be a learning organisation. These include personal mastery, team learning, building shared vision, effective leadership and learning processes and practices. In order to make sense of the complex tasks and problems that occur within organisational environments, we break them down into smaller tasks and problems which, although it makes them more manageable, leaves us with a disjointed view and we lose sight and our connection with the ‘whole’ (Senge, 2006, p. 3). Cooksey (2003, p. 206) notes that in the short term this search for simple, generalised solutions to problems within the business environment may provide favourable results, in the longer term it will often fail. The reason it fails is that the solution...
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...Learning Organisations Moving towards a learning organization is something done BY people, not something done TO people or FOR people by someone else. So, the role of HR has to be in encouraging, facilitating, and supporting a move towards learning organizations. HR can never accomplish this themselves. Then, if executives want to move towards a learning organization, they should direct their operating units to do so, and direct HR to move into a supportive role. If it's the other way around, where HR gets the responsibility, it never works. Knowledge management (KM) "any practice or process of creating, acquiring, capturing, sharing and using knowledge, wherever it resides, to enhance learning and performance in organisations (Scarborough 1999). Knowledge management involves converting knowledge sources by classifying related information then circulating to make the information to take place. Not all information is knowledge or all knowledge is important. According to Blackler (1995), "knowledge is multifaceted and complex, implicit and explicit, physical and mental, verbal and encoded". He also categorises knowledge in four as: embedded (technological - collective), enculturel (Values, beliefs - collective), embodied (practical knowledge - individual), and embraced (theoretical understanding - individual). Contrast on Blackler, Nonaka (1991) proposes that knowledge could be either individual or collective, cannot be both. Yet another argument comes from Scarborough and Carter...
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...1 Introduction: This Report has been compiled to determine how adopting a ‘learning organisation’ model would help to assist QPC in overcoming the problems they have concerning staffing and culture within their company. QPC is an international accountancy and consultancy partnership which offers professional services in corporate finance, taxation, accountancy and management. This case study looks at the combination of problems which QPC faces due to the companies ‘traditional’ way of operating. 1.1 The Aims & Objectives of this assignment are: To Identify the problems concerning staffing and culture within the company To assess how would adopting a learning organisation model assist QPC in overcoming these problems To assess how QPC would approach implementing the introduction of a learning organisation into its company To identify what barriers might QPC encounter while trying to implement a learning organisation. Learning Organisations are ‘organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together’. (Smith, 2001) Learning Organisations develop as a result of the pressure facing modern organisations and enables them to remain competitive in the business environment. In doing this I may encounter barriers on how to explain the five disciplines and...
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...concept learning organisation has gained much prominence in the last few decades. It seems organizations are recognizing the importance of organisational learning as a whole rather than few individuals within the organisation that have expertise. Organisational learning not only improves the knowledge of employees, but skills and behaviours as well. Although it takes time; effort by management; and financial means the benefits and opportunities created by a learning organisation far outweighs its limitations. In order to assess the progress of Standard Bank in becoming learning organisation, the following will be covered in my essay. Firstly I will define the concept learning organisation; secondly I will address the characteristics of a learning organisation; thirdly I will identify the progress of Standard Bank in becoming a learning organisation with regards to the characteristics; furthermore I will identify barriers to organisational learning at Standard Bank; and lastly I will provide recommendations of Standard Bank’s efforts in becoming a learning organisation. 2.1 Learning organisation defined According to Senge (1990:3) learning organisations are “organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.” According to Garvin (1993:82) “a learning organization...
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...Does my integrated service demonstrate any of the principles of a learning organisation? Chapter 1: Introduction The aim of the study is to discover if the integrated service I work for demonstrates the principles, if any, of a learning organisation. I will begin this with a literature review and identify those key elements, which many key thinkers and contributors have written about, that distinguish a learning organisation. The literature review will also help me understand and develop my knowledge on what a learning organisation is, as at this point I have very little understanding of the concept of what a learning organisation is or consists of. I will seek to find out what the characteristics and principles are of a learning organisation and assess through my own thought process and reflection whether I feel the concept of a learning organisation is viable and can be implemented in my place of work. Furthermore, during this study I will collate my evidence in terms to inform my research by asking colleagues I work with to complete a questionnaire relevant to the principles and characteristics of a learning organisation. I will assess and critically analyse this feedback and provide valid evidence to identify whether individuals feel the work in learning culture based on the principles and characteristics discovered in the literature review. Finally, I will reflect and conclude my findings based on both the literature review and method of research and assess how this...
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...Australasian Journal of Educational Technology 2012, 28(4), 580-598 Empirical validation of the importance of employees’ learning motivation for workplace e-learning in Taiwanese organisations Hsiu-Ju Chen and Chia-Hung Kao I-Shou University, Taiwan E-learning systems, adopted by organisations for employee training to enhance employees’ performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and organisational goals is an area with limited research. This study intends to clarify the importance of learning motivation in employees’ e-learning systems use behaviour, based on the information systems success model. Data from one hundred and eighty-five employees who used e-learning systems in their work environment were gathered in Taiwan and analysed with PLS. Results showed that employees’ learning motivation, reflecting their learning needs and strengths, influenced perceived usefulness and satisfaction with e-learning, and their use of the systems, which enhanced their task performance. The results validated the importance of employees’ learning motivation and the need for alignment of employees’ learning needs and organisational goals in e-learning training. The clarification can help facilitate an organisation’s human capital management, and contributes to further advancement of...
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...bureaucratic organisations will probably struggle to encourage organisational learning. Critically evaluate this statement in relation to the Mechanistic and Learning perspectives. Brocka and Brocka (1992, pg.2) suggests that organisations are “revolutionary compared to the strict, hierarchical, authoritarian organisations that existed in the past”. Mechanistic and bureaucratic organisations follow the same traits where the structure is needed for “efficiency, conformity and compliance” (Spencer, 1994, pg.448). The revolutionary aspect to organisations is shown by introducing learning into the organisation promoting the development for “searching for information, assimilating, developing and creating new knowledge on product, processes, and services” Wang and Ellinger (2011, pg.512). According to Sun and Scott (2003 pg.202) “the terminologies organizational learning and learning organization were once used interchangeably. However, in the mid-1990s there was a bifurcation into two streams” for the purpose of this assignment the terms learning organisation and organisational learning will be used on an interchangeable purpose. This assignment will show a clear definition of mechanistic, bureaucratic and organisational learning structures of organisations. By using my personal experience, examples and the use of case studies, then linking to relevant theories an argument will be made whether mechanistic and bureaucratic organisations struggle to encourage organisational learning. ...
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...learn faster than the competition” (Senge 1990:1) Peter M. Senge is a pioneer in the field of learning organizations and the author of “The Fifth Discipline: The art and practice of the learning organization“ (Senge 1990) which was declared as one of the most powerful books in the past 75 years by Harvard Business Review in 1997 (Smith 2001). The book illustrated that the only way to gain competitive advantage is through making an organisation a learning one. However, is the learning organisation approach really linked to an organisation’s competitive advantage and the one and only approach to enhance an organisation’s performance and, therefore, run a successful company? Or is it more like a brilliant theory but not a viable one in practice? By highlighting the main characteristics of a learning organisation and using organisational examples, this essay will critically discuss and analyse its role in terms of enhancing performance. Learning organisations are companies that aim at improving their performance by providing their employees with on-going learning opportunities. As they are utilising learning to achieve their objectives, learning can be seen as part of an organisation’s strategy. They make their employees learn constantly and, therefore, learning must become an essential component of employees’ work (Bratton and Gold 2007) In order to achieve that, learning organisations invest an enormous amount of money in training activities. Jack Welch, the then-CEO of General...
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...To evaluate this statement we first need to define what the mechanistic and learning approach is. Then define exactly what organisational learning is and what impact the characteristics of the mechanistic approach will have on it. The two approaches involve theories and models about the adaptability and the learning skills of organizations. Bureaucracies clearly lack these characteristics in comparison to other approaches. The mechanistic approach operates the organisation in the same way a machine operates - efficient, specialised, reliable, predictable, logical and with no opinions (has no heart). The model which refers to this approach would be the Taylor model (Taylorism - 21st century scientific management). Frederick Winslow Taylor was a mechanical engineer who strived to improve industrial efficiency. He was a pioneer in the field of scientific management. The Taylor model consists of 4 components. 'Division of labour' where responsibility is shifted from worker to manager. 'One best way' where the scientific methods determine the most efficient way to operate. 'Scientific selection and training' which means the best person is selected depending on experience and qualifications. They are trained to work as efficiently as possible. Finally, 'monitor performance' where operations and performance is observed and monitored through an organisational hierarchy and through supervision. This basic concept further developed into Fordism and finally into TQM. The...
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...Reinterpreting the learning organisation Deb Stewart Introduction The concept of the learning organisation (LO) has gone through many combinations and permutations over the last decade in terms of theoretical development and attempts at practical application. The fervent interest in the LO stems from what Senge (1990; Senge et al., 1994) calls the age of globalisation where one source of competitive advantage is the ability and rate at which an organisation can learn and react more quickly than its competitors. Some writers have used the term LO interchangeably with organisational learning (OL) while others have attempted to draw clear distinctions between the two. There appears to be little consensus about what a LO organisation looks like or what OL means. Furthermore there seems little agreement on the relationship between individual learning and collective learning in organisations and how one translates into the other. This paper initially provides a cursory glimpse at the current literature on the LO in the context of learning and OL and in particular the theoretical tensions and dilemmas existing between these concepts. Management theorists have under-utilised the insights and practices from other disciplines such as sociology, philosophy and anthropology. As Burrell (1994) argues: Sooner or later organisation studies must enter an area where philosophy and social science meet. Organisation studies must also enter intellectual theory where the well-established French...
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...Essay The purpose of this essay is to critically evaluate the statement “Mechanistic and bureaucratic organisations will probably struggle to encourage organisational learning”. I will approach this statement by highlighting my main argument then providing four key points which will reinforce said statement. I understand of this question that encouraged to be defined as “To give support” in the sense of designing policies to encourage organisational learning. With this in mind main argument for this statement is mechanistic organisations wouldn’t struggle to encourage organisational learning however scope for learning will be limited due to employee behaviours and management styles and in order to enable full capacity within organisation learning a shit would be required away from the mechanist approach. First of all I believe it would be simple for burecratic organisations to encourage organisational learning due to the Strict hierarchy, rules and regulations and power in position slides which exists combined with employee’s to have strong compliance to manager commands, processes and rulers and regulations (Max Weber). I believe if managers were to enforce forms of organisational learning such as group work, single and double loop learning (Agyris & Schon, 1978), Kolbs learning cycle (Kolb, 1984) employees would follow procedures due to the high controlling authairitive relationship which exists between employees and managers. An example of this would be when working...
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...ANQ-002: Investigating Learning Organisation Dimensions in Manufacturing Enterprises (SAMPLE 2) ANQ Congress 2012 Hong Kong on Striving for Excellence through Product and Service Quality; 31 July – 3 August, 2012, pp.9-15 9 INVESTIGATING LEARNING ORGANISATION DIMENSIONS IN MANUFACTURING ENTERPRISES IN TRINIDAD AND TOBAGO Marcia Nathai-Balkissoon1 and Kit Fai Pun2 1 The National Training Agency of Trinidad and Tobago, Chaguanas, Trinidad, West Indies E-mail: mnbalkissoon@gmail.com 2Department of Mechanical and Manufacturing Engineering, The University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies E-mail: KitFai.Pun@sta.uwi.edu Abstract: Structuring learning and maximising the use of knowledge in manufacturing organisations can further Trinidad and Tobago’s quest to diversify its energy-based economy, promote sustainable development, and enhance the creativity and competence of its population. Empirical investigation of Learning Organisations (LOs) is lacking, worldwide, and there is especially a shortage of quantitative research in the developing nation context. For this reason, and also because of the existence of several widely varying LO models in the literature, it is not possible to directly apply any one LO model within Trinidad and Tobago. This paper outlines a research approach for investigating LO dimensions within Trinidad and Tobago’s manufacturing sector. The conceptual foundations of LO are briefly presented, along with several...
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...________________________________________ A Review of the Concept of Organisational Learning By Catherine L Wang & Pervaiz K Ahmed Working Paper Series 2002 Number ISSN Number Catherine L Wang WP004/02 ISSN 1363-6839 Research Assistant University of Wolverhampton, UK Tel: +44 (0) 1902 321651 Email: C.Wang@wlv.ac.uk Professor Pervaiz K Ahmed Chair in Management University of Wolverhampton, UK Tel: +44 (0) 1902 323921 Email: pkahmed@wlv.ac.uk © University of Wolverhampton 2002 - All rights reserved A Review of the Concept of Organisational Learning _________________________________________________________________________________________ Copyright © University of Wolverhampton 2002 All rights reserved. No part of this work may be reproduced, photocopied, recorded, stored in a retrieval system or transmitted, in any form or by any means, without the prior permission of the copyright holder. The Management Research Centre is the co-ordinating centre for research activity within Wolverhampton Business School. This working paper series provides a forum for dissemination and discussion of research in progress within the School. For further information contact: Management Research Centre Wolverhampton Business School Telford, Shropshire TF2 9NT !01902 321772 Fax 01902 321777 2 Management Research Centre 2002 A Review of the Concept of Organisational Learning _________________________________________________________________________________________ ...
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...Quality Systems for Business Excellence MT1026F Main Diet Unit 2 For 2011 Researching on Contribution of Organisation Learning that Develop Organisation Excellence by Using the European Framework for Quality Management Name: Shaun Amirthalingam 0705668 Matthew Peh Voon Yang 0805185 Boo Tong Kwong 0805183 Table of Content Title | Page Number | 1.0 Introduction | 3 | 2.0 Learning Organisation2.1 Inspiration and Motivation2.2 Empowerment2.3 Accumulating and Sharing Internal Knowledge2.4 Gathering and Integrating External Information2.5 Enabling Creativity | 4-5 | 3.0 European Foundation of Quality Management3.1 The Good of EFQM3.2 EFQM Developing Organisation Learning3.3 Limitation of Organisation Learning | 6-13 | 4.0 Conclusion | 14 | Referencing and Bibliography | 15-18 | Researching on Contribution of Organisation Learning that Develop Organisation Excellence by Using the European Framework for Quality Management 1.0 Introduction It is a huge change that has accelerated over the past few decades in the economy. During the 20th century, organisations always focused at traditional factors for production on tangible resources such as equipment, land and money. Almost every organization...
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