Learning organization
From Wikipedia, the free encyclopedia
A Learning Organization is the term given to a company that facilitates the learning of its members and continuously transforms itself[1]. Learning Organizations develop as a result of the pressures facing modern organizations and enables them to remain competitive in the business environment[2]. A Learning Organization has five main features; systems thinking, personal mastery, mental models, shared vision and team learning[3].
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[edit] Definition of a Learning Organization
There are varying definitions of a Learning Organization in published literature, although the core concept between them all remains clear[4] and has been summarised by Pedler et al.[1] as, “an organization that facilitates the learning of all its members and continuously transforms itself". Pedler et al[1] later redefined this concept to “an organization that facilitates the learning of all its members and consciously transforms itself and its context”, reflecting the fact that change should not happen just for the sake of change, but should be well thought out. Some definitions are broader and encompass all kinds of organizational change rather than just change through learning[4] , whereas others include specifics about how a Learning Organization works. Senge[3] defines Learning Organizations as “Organizations 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 learn together.”
[edit] Why do Learning Organizations develop?
Organizations do not organically develop into Learning Organizations; there are usually factors prompting their change. It has been found that as organizations grow, they lose their natural capacity to learn as company structures and individual thinking becomes rigid[1].When problems arise in the company, the solutions that are proposed often turn out to be only short term (single loop learning) and re-emerge in the future[3]. In order to remain competitive, a lot of organizations have faced restructurings which have resulted in fewer people in the company[1] and this means that those who remain need to be used more effectively[2]. To create a competitive advantage, companies need to be able to learn faster than their competitors and also develop a customer responsive culture[2]. Argyris[5] identified that in light of these pressures, modern organizations need to maintain knowledge about new products and processes, understand what is happening in the outside environment and produce creative using the knowledge and skills of all employed within the organization. This requires co-operation between individuals and groups, free and reliable communication, and a culture of trust[5]. These needs can be met through embracing the tenets of the Learning Organization.
[edit] Benefits of being a Learning Organization
There are many benefits to improving learning capacity and knowledge sharing within an organization. The main benefits are;
- Maintaining levels of innovation and remaining competitive[6]
- Being better placed to respond to external pressures[6]
- Having the knowledge to better link resources to customer needs[1]
- Improving quality of outputs at all levels[1]
- Improving corporate image by becoming more people orientated[1]
- Increasing the pace of change within the organization[1]
[edit] Characteristics of a Learning Organization
A Learning Organization exhibits five main characteristics; systems thinking, personal mastery, mental models, a shared vision and team learning[3].
[edit] Systems thinking
The idea of the Learning Organization originally developed from a body of work called systems thinking[5]. This is a conceptual framework that allows people to study businesses as bounded objects[3]. Learning Organizations employ this method of thinking when assessing their company and will have developed information systems that measure the performance of the organization as a whole and of its various components[5]. Systems thinking also states that all the characteristics listed need to be apparent at once in an organization in order to be a Learning Organization[3]. If one or more of these characteristics is missing then the organisation will fall short of its goal. However O’Keeffee[2] believes that the characteristics of a Learning Organisation are factors that are gradually acquired, rather than developed simultaneously.
[edit] Personal mastery
Personal mastery is the commitment by an individual to the process of learning[3]. There is a competitive advantage for an organisation whose workforce can learn quicker than the workforce of other organisations[4]. Individual learning is acquired through staff training and development[6], however learning cannot be forced upon an individual if he or she is not receptive to learning[3]. Research has shown that most learning in the workplace is incidental, rather than the product of formal training[2], therefore it is important to develop a culture where personal mastery is practiced in daily life[3]. A Learning Organisation has been described as the sum of individual learning, but it is important for there to be mechanisms by which individual learning is transferred into organisational learning[4].
[edit] Mental models
Mental models are the terms given to ingrained assumptions held by individuals and organisations[3]. In order to have become a Learning Organisation, these mental models will have been challenged. Individuals tend to have espoused theories, which they intend to follow, and theories-in-use which is what they actually do[3][5]. Similarly, organisations tend to have ‘memories’ which preserve certain behaviours, norms and values[7]. In the creation of a learning environment it is important to replace confrontational attitudes with an open culture[6] that promotes inquiry and trust[2]. In order to achieve this the Learning Organisation will have mechanisms for locating and assessing organisational theories of action[5]. If there are unwanted values held by the organisation, these need to be discarded in a process called ‘unlearning’[7]. Wang and Ahmed[4] refer to this as ‘triple loop learning.’
[edit] Shared vision
The development of a shared vision is important in incentivising the workforce to learn as it creates a common identity which can provide focus and energy for learning [3]. The most successful visions build on the individual visions of the employees at all levels of the organisation[6] and the creation of a shared vision is likely to be hindered by traditional structures where a company vision is imposed from above[2]. As a result, Learning Organisations tend to have flat, decentralised organisational structures[5]. The topic of shared vision is often to succeed against a competitor[4], however Senge[3] states that these are transitory goals and suggests that there should also be long term goals that are intrinsic within the company.
[edit] Team learning
Team learning is the accumulation of individual learning[2]. The benefit of sharing individual learning is that employees grow more quickly[2] and the problem solving capacity of the organisation is improved through better access to knowledge and expertise[6]. Learning Organisations have structures that facilitate team learning with features such as boundary crossing and openness[5]. Team learning requires individuals to engage in dialogue and discussion[2], therefore it is important that team members develop open communication, shared meaning and understanding[2]. Learning Organisations also have excellent knowledge management structures which allow the creation, acquisition, dissemination and implementation of this knowledge throughout the organisation[4].
[edit] Problems/issues that may be encountered in a Learning Organisation
Even within a Learning Organisation, problems may be encountered that stall the process of learning or cause it to regress. Most of the problems arise from an Organisation not fully embracing all the facets outlined above that are necessary in a Learning Organisation. If these problems can be identified, work can begin on improving them.
[edit] Organisational barriers to learning
Some organisations can find it hard to embrace personal mastery because as a concept it is intangible and the benefits cannot be quantified[3]. Additionally, personal mastery can be seen as a threat to the organisation. This threat can be real, as Senge[3] points out, that “to empower people in an unaligned organisation can be counterproductive”. In other words, if individuals do not engage with a shared vision, personal mastery could be used to advance their own vision. In some organisations a lack of a pro-learning culture can be a barrier to learning. It is important that an environment is created in which individuals can share their learning without it being devalued and ignored so that more people can benefit from their knowledge and the individual becomes empowered[2]. A Learning Organisation needs to fully embrace the removal of traditional hierarchical structures. These are a barrier to the development of shared vision and to the sharing of knowledge[2].
[edit] Individual barriers to learning
Resistance to learning can occur within a Learning Organisation if there is not sufficient buy in at an individual level. This is often encountered by people who feel threatened by change or believe that they have the most to lose[2]. The same people who feel threatened by change are likely to have closed mind sets are not willing to embrace engagement with mental models[2]. Unless implemented coherently across the whole organisation, learning can be viewed as elitist and restricted to more senior levels within the organisation. If this is the case, learning will not be viewed as a shared vision[6]. If training and development is compulsory, it can be viewed as a form of control, rather than a form of personal development[6]. Learning and the pursuit of personal mastery needs to be an individual choice, therefore enforced take up will not work[3].
[edit] See also
[edit] References.
- ^ a b c d e f g h i PEDLER, M., BURGOYNE, J. AND BOYDELL, T. 1997. The Learning Company: A strategy for sustainable development. 2nd Ed. London; McGraw-Hill.
- ^ a b c d e f g h i j k l m n o O’KEEFFE, T. 2002. Organizational Learning: a new perspective. Journal of European Industrial Training. 26 (2), pp. 130-141.
- ^ a b c d e f g h i j k l m n o p SENGE, P.M. 1990. The Fifth Discipline. London: Century Business.
- ^ a b c d e f g WANG, C.L. AND AHMED, P.K. 2003. Organizational Learning: a critical review. The Learning Organization. 10 (1) pp. 8-17.
- ^ a b c d e f g h ARGYRIS, C. 1999. On Organizational Learning. 2nd Ed. Oxford: Blackwell Publishing.
- ^ a b c d e f g h MCHUGH, D., GROVES, D. AND ALKER, A. 1998. Managing Learning: what do we learn from a Learning Organization? The Learning Organization. 5 (5) pp.209-220.
- ^ a b EASTERBY-SMITH, M., CROSSAN, M. AND NICOLINI, D. 2000. Organisational Learning: Debates past, present and future. Journal of Management Studies. 37 (6) pp 783-796.
