Organizational Learning and Its Models

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Table of Contents

Introduction
Organizational learning models
The proposed organizational learning model
Conclusion
Reference List

Introduction

Traditional or normative organizational theories describe how to build a successful organizational structure through lines of command, span of control and line of staff interaction. Behavioral approach to organization focuses on how handling of information and decision flow shapes the organization’s behavior. Organizational learning (OL) has increasingly gained popularity as a tool for improving organization performance.

According to Easterby and Lyles, organization Learning is associated with two primary change processes in the organization (2003, p.69). The first process is adaptive learning, which refers to system modifications made as response to changes in the environment. Adaptive learning is frequently characterized by lower degree of organization change processes that come more automatically with less cognitive inducement.

Generally, OL as an adaptive process demands that determination be made as to what environment the organization should listen. Even in steady environments, managers should generate proper guidelines to stir up the environment to increase performance. The second process of organization learning is called proactive learning, which refers to organizational changes that come because of willful management actions.

On the other hand, organizational knowledge, which is the main tool for organization learning, lies in two areas, technical and scientific. Technical knowledge refers to meanings of specific words or symbols that are used in operations and processes in the organization.

Technical organizational Knowledge enables employees to interpret the technical terms and phrases in both meaning and application and as such, their actions become relatively harmonized. Scientific knowledge, on the other hand, takes the form of generalized assumptions; that is, whenever action A is taken, B is the outcome.

However, scientific knowledge is not a popular organizational learning tool since most of the managerial problems are action specific and more often the results are highly varied. Therefore, managers should be keen to identify and modify the actions to best fit a given the problem at hand.

Organizational learning models

An organizational learning model refers to frameworks under which organizational learning takes place. The first framework is referred to as single/double-loop learning (Argyris 1990, p.96).Single-loop learning takes place when organizations or individuals tailor and modify their actions based on the expected and actual results.

The single-loop learning can further be reviewed followed by modification of the policies and assumptions employed to produce a more customized solution. The process of further reviewing the single-loop learning is referred to as double-loop learning. Other than single/double-loop model there is a four-stage spiral organizational learning model (Nonaka & Tekeuchi 1995, p.20).

This model puts forth four parameters of management that organization learning should be based on: externalization, internalization, socialization, and combination. These four processes are codified skillfully to form an infinite spiral model for purposes of organization learning.

The proposed organizational learning model

Organizational learning is typically very complex and no one single model of learning can address the needs of all situations. However, the four-stage spiral model would be applied in a relatively wide range of organizational situations. As early stated the process starts by listing key personnel skills before codifying and incorporating them into products and processes in the organization.

Further, a set of formal rules and policies are then generated and employees endeavor to learn and master them through the process of internalization. These set of rules, since they are shared among the members, become the benchmark for routine actions.

For example, in a manufacturing industry the production manager would formulate rules and guidelines, which would form the basis for production staff’s routine process handling in addition to understanding their duties and responsibilities. When this happens, the staff can then work more smoothly and can easily handle different situations in uniformity.

Conclusion

In every organization, there exist complex contradicting forces that result in conflicts in organizational learning processes. To attain effective learning therefore, the managers should consider organizational dynamics, which stem both from the employees and from the environmental conditions.

Further, managers can use frequent trainings, seminars to sensitize the members of the organization on the rules and policies (organizational knowledge) that govern routine operations. Lastly, it is worth noting that regardless of the organization’s learning framework, it should regularly be evaluated and properly modified to remain relevant.

Reference List

Argyris, C., 1990. Overcoming Organizational Defenses: Facilitating Organizational Learning. Boston: Allyn & Bacon.

Easterby, M., & Lyles, A., 2003. The Blackwell Handbook of Organizational Learning and Knowledge Management. Oxford: Blackwell Publishers.

Nonaka, I., & Takeuchi, H., 1995. The Knowledge Creating Company. USA: Oxford University Press.

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Organizational Learning and Its Models

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