Category: Organizational Learning

Problem description

Currently, there are prompt changes in the working environments resulting from globalization, competitions, as well as developments in technology. This has enforced different organizations worldwide to restructure their managerial provisions to succeed. Researches show that continuing modifications on modes of working have greatly affected the operation of businesses. The capability of a business to endure stiff competition from its competitors around the world depends on its ability to adjust to the continuing change, acquire new skills, and develop new concepts. Thus, it is very essential to create learning institutions, which is viewed as a planned decision. The institution for education is necessary as it helps to construct, studying, storing, and distributing the increased volumes of knowledge available in an organization. Besides, the institution also offers apt access to employees who need to tackle more imperative and intricate complications. Employees require both personal and professional development. Learning institutions not only need opportunities to meet these needs but also encourage employees on using new talents in inventive ways.

The main objective of this assessment was to know the views of higher education faculty members regarding the relations of learning institution subjects in the university environment. There were two hypothetical questions for this study. First, to what level, according to faculty members, have the subjects in the institution for learning been experienced in the Hashemite University environment? And secondly, are there any substantial variations in the observations about the learning institution disciplines depending on the demographic features of faculty members comprising of gender, academic level as well as years of experience.

Methodology

The study targeted all members of faculty at Hashemite University. To be able to discern the population frame for this assessment, the faculty members list was acquired from the registrars office. This was after getting authorization to carry out the study on campus. The total number of participants was 508 about the list. A computer program, which is specifically intended for randomizing numbers, was used to obtain a random sample of 250 members of faculty.

Data for this study was collected through the use of surveys in the form of questionnaires for learning organizations. This survey was meant to assess the degree to which the learning organization disciplines are available in higher education surrounding according to faculty members. The questionnaires comprised of five sub-scales associated with every learning organization discipline. In total, there were 35 items. All these items were evaluated on a Likert-type scale. Besides the data collected by the questionnaires, the demographics of the individuals participating in the study were also taken. These were about gender, years of practice, and academic ranks.

Two faculty members helped in the translation of the English version of the questionnaires into Arabic with instruction to maintain both the meaning as well as a form of the items more related to the original items. However, they were also instructed to give more preference to the correspondent meaning. After complete translation, other two members of the faculty translated it back and assessed it by five members of the faculty to ensure that the meaning and forms of items in the questionnaire are not lost in the process of translation. Any discrepancy was subjected to forward and back translation till all members of the panel were fully satisfied that the translation was accurate. Thirty faculty members helped to gather responses about the contents of the survey and its usage in the Arabic version. These faculty members were not included in the main study.

Faculty members that participated in the survey were contacted individually or through telephone. The kind of the survey as well as the purposes of the survey was explained to them. They were guaranteed discretion and secrecy. The faculty members who were willing to [participate in the study were given the survey and asked to finish it by the end of the second week. The paper surveys were then collected after two weeks.

Data analysis was then done using SPSS statistical package version 11.5. The first research question was associated with the degree of application of the learning organization disciplines in the Hashemite University environment according to the faculty members. This was answered by employing descriptive statistics to calculate the averages as well as standard deviations for variables and objects in the five sub-scales of the learning organization disciplines depending on the demographic features of the faculty members. Whenever there was any difference noticed, Turkeys post hoc test was used.

Results

According to the study, faculty members of the university observed that practicing the 5 learning disciplines in the institution range from moderate to high. In line with the personal mastery discipline, members of the faculty pointed out that they are involved in incessant learning opportunities to realize both their personal as well as professional growth. Those who responded to the survey showed that they observe their mental models for their educational experiences. Besides, they also showed that they are knowledgeable about their educational practices and the significance of their principles and assumptions.

As well, the faculty members of the university showed that they are dedicated to the communal prospect of the institution and that they are contented in sharing different concepts with other members of the faculty. Such kind of argument is considered one of the greatest tools for encouraging open and innovative discussions. Communal focus amongst faculty members is necessary as it provides a perfect depiction and comprehension of what they need and could realize and contribute.

One more stream of results, concerning demographic variables, shows that no important variations exist in the opinions of the members of the faculty about the five learning organization disciplines depending on gender. According to the researcher, this outcome is indicated by the equal engagement opportunity and treatment in Jordan, particularly in the organizations for higher learning. The outcomes of the study also showed that irrespective of the rank of the members of the faculty, there is no variance in their views concerning the learning discipline.

Conclusion

Regarding a random sampling of the members of faculty at the institution, the initiative of the learning organization was successful. Studies showed that members of the faculty appreciate a working environment that encourages team spirit and open, straightforward, free communication with one another. They also appreciate long-term education by updating their skills for private and proficient growth. This is considered the most suitable environment for healthy working and can help in the advancement of the university. Although the study has revealed that the learning organization disciplines are indicated strongly in the environment of the university, Hashemite University is not fully embraced this fact and more effort should be applied to realize this (Khasawneh. 2010).

References

Khasawneh, S. (2011). Learning Organization Disciplines in Higher Education Institutions: An Approach to Human Resource Development in Jordan. Innov High Education. 36(1), 273285.

Introduction

In this essay, the author ponders over the importance of learning towards organizational stability and success. The author approaches this subject starting with the importance of networks in organizational learning, then proceeds to address the manner in which mature organizations facilitate strategic renewal by accessing external resources, and then finally on the role of absorptive capacity organizational learning.

Networks in Organizational Learning

The emergence of organizational learning is the key strategic management tool aimed at providing a competitive advantage to organizations. The same advantage is observed in effective corporate performance. However, in all instances of organizational learning, the significance of networks stands out as the most convenient and holistic way of obtaining knowledge.

The reason for this assertion stems out from the fact that learning is a process that is engraved in an action that is collective in nature (Lazega, 2001). In other words, through networks individuals are able to obtain information bearing different perspectives for their ultimate synthesis.

The second reason in favor of networks in learning is based on the concept of dynamics (`kerlavaj and Dimovski, 2007). This concept regards networks as being in a continuous state of evolution, which means that through networks learning is enhanced and made available in an updated format bearing different perspectives from different organizations, individuals, and geographical locations.

Thus, by bringing together information from these different dimensions, organizations are able to obtain a greater scope of knowledge as opposed to knowledge acquired within the organization alone.

Strategic Renew

Strategic renewal according to Burgelman (1991) is process that even though unplanned, leads an organization into a fundamental strategic transformation. Additionally, strategic renewal facilitates innovation, which is vital to progress, and organizational stability. Therefore, strategic renewal plays a significant role in enhancing the competiveness of business enterprises.

This is mainly because organizations external and internal environment remains volatile. This calls for strategic renew in order to remain adept to the demands of time especially the changing customer tastes and preferences as well as technological advancement.

Moreover, mature small and medium enterprises rely heavily on knowledge from external providers; that is, the suppliers, educational institutions and customers (Jones and Macpherson, 2006).

Therefore, by accessing this information and distributing it across the entire organization, strategic managers are able to reduce the cost of acquisition and the cost of time engaged in sourcing for the information. This is achieved by the 4I model (Crossan, Lane and White, 1999), which outlines interpreting, intuiting, integrating, and institutionalizing as the basic drivers in the acquisition of external knowledge.

Under basis, it is believed that strategic decisions depend entirely on short term knowledge, which comes mainly from external resource. Intuition influences the development of reason and influences the interpretation and overall process of acquisition of knowledge.

Absorptive Capacity in Organizational Learning

Absorptive capacity relates with the manner in which organization come to a point where they absorb new working procedures and new knowledge (Jones, 2006). Jones further observes those two dimensions under which absorptive capacity rests; this includes the realized and the potential.

Whereas the potential acts as a yardstick for measuring the optimal capacity, the realized indicates the current situation as regards the process of organizational learning. Absorptive capacity is more concerned with organizations exploring knowledge rather than exploiting it. In other words, by exploring knowledge individuals are inclined towards applying it in its refined form through a process of assimilation (Jones, 2006).

References

Burgelman, R. A. (1991). Intra-organizational Ecology of Strategy Making and Organizational Adaptation: Theory and Field Research. Organization Science, 2(3): 239-262.

Crossan, M. M., Lane, H. W. & White, R. E. (1999) An Organizational Learning Framework: From Intuition to Institution, Academy of Management Review, 24 (3): 522-537.

Jones, O. 2006, Development Absorptive Capacity in Mature Organizations: The Change Agents Role, Manchester: Manchester Metropolitan University Business School

Jones, O. & Macpherson, A. (2006) Inter-Organizational Learning and Strategic Renewal in SMEs: Extending the 4I Framework. Long Range Planning, 39: 155-175.

Lazega, E. (2001). The collegial phenomenon. Oxford: Oxford University Press.

`kerlavaj, M. and Dimovski, V. 2007, Towards Network Perspective of Intra-Organizational Learning: Bridging the Gap between Acquisition and Participation Perspective. Interdisciplinary Journal of Information, Knowledge, and Management v.2: 43-58.

International joint ventures between companies in the United States and companies in China often encounter challenges to joint learning in the organizational learning context. These difficulties usually manifest in two important areas: marginality and autonomy.

The degree of autonomy afforded to Chinese firms by their American host companies  often multinationals with headquarters in the United States  exerts significant influence on the efficacy, perceived legitimacy and buy-in afforded to organizational learning processes undertaken by these types of international joint ventures. Another potential impediment to organizational learning remains its perceived value by Chinese firms.

This paper will focus more or less exclusively on the impact that marginality and different comprehension levels of managerial autonomy have on organizational learning in international joint ventures. Other important elements highlighted include social contexts and mores, barriers to organizational knowledge creation and differences in intercultural communication styles (Dierkes et al, 2003:p 288).

As a result of these barriers, international joint ventures, though often very successful from a financial perspective, sometimes lack a strong commitment to organizational learning and knowledge creation, the assumption perhaps being that knowledge creation by definition can only thrive in a homogenous cultural understanding.

The following paper intends to analyze international joint ventures between American companies and Chinese firms, and aims to document practical and useful means to develop and implement organizational learning strategies that will be effective and viable for managers from the United States who have been appointed to design and set up an organizational learning module in the current Chinese business and cultural climate.

Organizational learning in the context of international joint ventures between Chinese and American firms may struggle simply because each culture has conflicting views on the value of knowledge management and knowledge sharing, and managers from the United States may find that knowledge management in the Chinese business environment does not enjoy the same support from academia and the business world that it does in his or her home country.

Su et al (2010) published a study in the International Journal of Knowledge Management that speaks to this discrepancy and becomes applicable for managers to understand the inherent differences between the two cultures, before they attempt to implement organizational learning processes.

The Su study employs a significant sample group of Chinese firms of multiple sizes, disciplines and fields, and includes businesses that rest in the hands of the state, those under private ownership, domestic firms and firms owned by foreign entities.

Su et als (2010) findings reveal that knowledge sharing in Chinese firms is far short of being completely open, and that a wide range of factors, ranging from Chinese cultural values to attributes of the firm and individual employees, affect the extent of knowledge sharing (p. 25).

The goal of organizational learning, as it pertains to knowledge management, stems from the conviction that assembling the complete extent of employee talent, knowledge, and know-how augments the effectiveness of the business overall.

Organizational learning creates a means by which firms can solve problems, avoid repeating mistakes, and spread the adoption of best practices (Su et al, 2010: p. 25). However, this definition seems applicable only in the Western context, and may only make sense to American managers.

The first important thing to note is that managerial autonomy and decision making in the Western business context is a well entrenched idea, yet in the Chinese business context, it is a fairly recent development.

From the time of the revolution in 1949 right up until the end of the 1970s, the Peoples Republic of China Up ran on a centrally organized economy, wherein firms were essentially extensions of the government used to deploy pre-existing government plans. At that time Chinese firms and their managers held next to no autonomy, because it was not necessary.

They were protected firms, and competition was nonexistent. The widespread economic changes  including the establishment of the Shanghai and Shenzhen stock exchanges, and the termination of financial support for most state-owned-enterprises  did not in fact occur until well into the 1990s (Su et al, 2010: p. 28).

Since the year 2000, continual change has characterized the Chinese economy, but some of the old mindsets take more time to shift. The move toward private ownership and the opening of the markets continues to gather speed.

In 2001 China joined the World Trade Organization, which created the need for increased market openness, reduced government interference, and increased management autonomy, and with it, more competition (Su et al, 2010: p. 28).

As a result, in less than 20 years, Chinese firms have found it necessary to fast forward their evolution from being completely protected business entities to engaging in competition with both domestic counterparts and foreign players.

Employees of Chinese firms may devalue their own tacit knowledge, as result, due to a perceived dearth of training, lack of expertise, or experience in the competitive business environment.

In the words of Su et al (2010), in conjunction with evaluation apprehension, this uncertainty could reduce their willingness to share private knowledge with co-workers and/or superiors, and result in a lower level of knowledge sharing in Chinese firms as compared to their Western counterparts (p. 28).

Similarly, another obstacle to effective organizational learning is the entitlement mentality left over from Chinas centralized and protected public ownership economy period (Su et al, 2010: p. 29). During this era, workers were guaranteed secure employment for life and had full access to social welfare.

Nepotism abounded, wherein employees often received managerial appointments less through competence, and more through political connections and seniority, which bred a somewhat indolent managerial environment.

These types of managers may still exist, and as Su et al (2010) accurately state, these managers from the old guard may resist practices&such as those aimed at increased knowledge sharing&[because] that may threaten their position or authority (p. 29). Managerial autonomy was not as necessary when there was no separation of responsibilities between the government and the firm, or between the government as the owner and the government as the manager (Su et al, 2010: p. 29).

Losses and profits were subsumed by the state, therefore some of the most fundamental profit and loss responsibilities and concerns that seem de rigueur for American managers did not apply in Chinese firms until relatively recently.

Under the old system, ingenuity and resourcefulness did not net any personal benefit. Now, despite the fact that the Chinese economic system engenders more responsibility and business acumen for its managers, there still may exist a large cadre of employees with little concern for how well their firms perform, in turn reducing their emphasis on or efforts toward knowledge sharing (Su et al, 2010: p. 29)

On the other side of this equation lies the expatriate, and this goes both ways: the American manager stationed in China, or the Chinese manager stationed in the United States.

Both types of managers may face the issue of marginality while attempting to implement an organizational learning process, or by attempting to explain to headquarters in their home country why the organizational learning process in the foreign country is not working (Holsapple, 2004: p. 439).

Neither manager is at home  he or she may be well acquainted with local customs and culture, yet their superiors in each member country of the international joint venture may view them as marginal, or not a true member of any culture, by virtue of their peripheral status in the community because they were not born there.

Easterby-Smith et al (2005) point to this phenomenon, and its impact on organizational learning, herein: perceived marginality affects perception and, thus, the influence of the sender&because the [multinational corporation] views senders as marginal, the information or knowledge they transmit is considered of less value or relevance than similar information from a member within the home country&

Information or knowledge flowing from them is likely to have little influence on the knowledge base or decision making of&the home office (p. 218).

As an example, technological firms tend to live and die by their tacit knowledge, in the Western arena. American managers understand that tacit, non-imitable knowledge is crucial for a firms competitive advantage (Li, Huiping 2010, p. 98; Awad, 2004: p. 27).

A highly competitive business environment such as technology tends to encourage employees to forego their personal needs and share tacit knowledge freely in order to serve the competitive engine of the firm, otherwise the value and uniqueness of knowledge-intensive resources can be swiftly lost to competitors (Li, Huiping 2010, p. 98).

But given that competition still remains a relatively new concept in Chinese firms, this business imperative may be lost on some Chinese managers. Organizational learning processes often seek to gain open access to the kind of deeply-embedded knowledge that flows through the lifeblood of the firm (Li, Huiping 2010, p. 98).

This type of tacit knowledge often resembles practices and methods that may either be proprietary, or that can only be perceived and attained by the senior firm. Huiping (2010), speaks of technological capability itself as a form of tacit knowledge which varies from firm to firm, and may or may not avail itself to managers due to its inherently specialized nature (p. 98).

Tacit knowledge and capabilities after all derive from internal learning processes developed in close quarters with other employees of varying competence levels and talents (Huiping, 2010: p. 98). Technological aptitude is not a commodity. It cannot be bought and sold  only imitated&with or without assistance&from the originating firm (Huiping, 2010: p. 98).

For this reason, managers are best served when they avail themselves of the autonomy index prevalent in the Chinese firm, as outlined earlier. In Western business, the tacit knowledge, or skills, routines and processes&developed over time in a gradual process involving trial and error&are a primary source of competitive&or ownership&advantage (Huiping, 2010: p. 98).

However many managers in Chinese firms may either not see the relevance of tacit knowledge to the business model, may feel threatened by it, or may feel too marginalized to act upon it. Chinese firms desire to join the international joint ventures to gain access to the tacit knowledge embedded therein, however their ability to acquire and act upon that knowledge in their own firms may be limited by their lack of autonomy.

Reference List

Awad, E. M. (2004) Knowledge Management. Delhi, Pearson Education.

Dierkes, M. et al (2003) Handbook of Organizational Learning and Knowledge. Oxford, Oxford University Press.

Easterby-Smith, Mark et al (2005) The Blackwell handbook of organizational learning and knowledge management. New Jersey, Wiley-Blackwell.

Holsapple, C.W. (2004) Handbook on knowledge management. Berlin, Birkhauser.

Huiping, L. (2010) Integration and accumulation of technological capability within joint ventures in China. Journal of International Management Studies [online] 10 (1). Web.

Su, W. et al (2010) Exploring the extent and impediments of knowledge sharing in Chinese business enterprise. International Journal of Knowledge Management [online] 6 (4) Web.

Organization learning can be defined as organized acquiring of experience through controlled and managed trial of new strategies and intelligent use of the results to achieve the required objectives.

This is because the more dynamic an organization is the higher the chances of maintaining its prowess in current volatile market. This paper discusses the importance of learning to an organization, the necessary requirements and examples of organizations which have used this concept to maintain their brands in the current competitive market.

Importance of learning to an organization

The employment of this strategy will enable a company or the business empires realize its mission and vision statements. This is because organization learning empowers every member of the organization towards a common goal.

By either creating and trying new policies and strategies or learning and positively responding to current challenges the organizations can formulate mission and vision statements and incorporate everyone to achieve them.

Learning organization creates new challenges to the management and all the employees. The employees feel part and parcel of the organization. This makes them believe to be part of the solution and not the problem.

The shift from the tradition advertisement based on disseminating information is being replaced by interactive advertisement as seen in social site advertisement and employees are faced with new modern challenges. Learning and acting to these challenges becomes the dream of every employee.

Due to the volatility of the current marked the only way for organizations to stay afloat is to embrace organization learning. They take time to learn and implement better methods of doing things due to the continual change in the society. Car manufacturing companies such as Toyota learn from changes in international policies on emissions and fuel efficiency to invent more efficient automobiles.

Necessary requirements

An excellent communication system is essential in organization learning. A good communication structure is essential in disseminating information and knowledge throughout the whole organization from senior management to other levels of management, from one department to another and also forms one person to another.

This is especially important in large organizations that have different branches in different areas. Employment of communication tools such as web conferencing, instant messaging, cell phones and others enhance passing of information and knowledge within the organization (Eijkman, n.d; Janakiraman, 2008).

For an effective learning organization the kind of the work force matters a lot. Curious and intelligent people who have an intuitive thinking about work based problems are an advantage as suggested by Serrat:

Intellectually curious about their work, who actively reflect on their experience, who develop experience-based theories of change and continuously test these in practice with colleagues, and who use their understanding and initiative to contribute to knowledge development. (Serrat, 2009, p. 1)

Knowledge is one of the most important requirements for effective learning organization. Learning and knowledge cannot be separated. This is suggested by Serrat:

Knowledge is a critical asset in every learning organization. Because learning is both a product of knowledge and its source, a learning organization recognizes that the two are inextricably linked and manages them knowledge should encompass both the individual and corporate knowledge (Serrat, 2009, p. 1)

Technology is part and parcel of passing of information and knowledge in the organization. This is important in ensuring that there is effective communication and management of knowledge. The organizations must invest in terms of time, support personnel, relevant infrastructure, and expertise. These and other requirements are important in facilitating the learning process.

Conclusion

Learning organization is a very important concept for those organizations that want to remain in the market for long. Organizations learn from self made or prepared challenges or the challenges they face in order to brace themselves for the challenging future ahead. It is a very important concept that everyone should try.

References

Eijkman. H. (n.d.) The Learning Organization as concept and journal in the neo-millennial era: a plea for critical engagement. Web.

Janakiraman. S. (2008) The Importance of being a Learning Organization. Web.

Serrat O,(2009). Building a LearningOrganization. Web.

Organizational learning

Work force within an organization needs to be developed, sharpened and its skills improved with time; organizational learning is a strategic managing tool that is used to nature, tap, develop, and utilize human resources potential. The main aim of organizational learning is to improve employees skills and expertise (Meinolf, Ariane, John and Ikujiro, 2003). This paper discusses how managers can use organizational learning to improve their organizational performance.

How managers utilize organizational learning and knowledge to construct better work systems

Organizational learning takes the form of three main forms, training, mentorship, and coaching; different situations calls for different systems and approaches, when new systems have been adopted, then an organization needs to inform their staffs and train them on how they will utilize the new ways of doing business for the good of the company.

For example at John Hospkins Hospital, after the facility adopted a health Record Management System (HRMS), the management had to organize some training lessons to ensure that employees use the system as expected. At this point, organizational learning is seen to facilitate change (Dulewicz and Malcolm, 2003).

Organizational learning is also used for strategic movements within an organization; this move was used by Barclays Bank in United states in 2008, were they embarked on training their human force on the effects that globalization has on the banking industry; they then asked employees to think of policies that could see the company through the hard economic time successfully.

With time, the company came up with stringent lending policies, embarked on debt collection and mobilized sales a move that saw the company succeed. Organizational learning has been used as a tool to nature creativity, invention and innovativeness.

Apple inc. used this approach in 2007 when it trained and mentored their staffs on the developments in the industry; with time, staffs were able to come-up with cost management policies, new products were developed and saw the development of a positive working environment (Parker, 2009).

Organizational learning frameworks

Human resources department assisted with line managers should be responsible of enacting appropriate policies that enhance learning within an organization (Schilling and Kluge, 2009). Learning should be a continuous process that occurs formally and informally, the following are the main forms that an effective organizational learning should have:

Training: when developing something new in an organization or there is a change in the business environment, management should ensure that its human capital are well trained on the new processes, for example Mitsubishi Motor Company has embarked on massive staff training on the need to conserve the environment.

Mentorship: this takes the form of guidance and instructing was leaders offer intellectual and technical assistance to their employees; this means that an organization should have leaders and supervisors who can mentor and show their subordinates the right pathway and direction to follow. It helps to share experiences and grow knowledge of both the leader and the employee.

Coaching: coaching mostly comes with something special with an employee or a certain point of strength that a company adopts; it calls for employees to be shown the right way to operate and undertake functions. For example, new entrants at Starbucks are trained on how to operate a fair business trading policy to ensure the company remains respected for its ethical business approach (Hornsby and Warkeoczeski, 2000).

Conclusion

Organizational learning is a strategic management tool that assists managers to improve their business through human force; it takes the form of training, mentorship, coaching, and sometimes counseling. When well managed, it offers an organization some competitive advantage.

References

Dulewicz, V. and Malcolm, H. ,2003.Leadership at the top: the need for emotional intelligence in organizations. International Journal of Organizational Analysis 11(3),pp. 193-210.

Hornsby, T. and Warkeoczeski, L. 2000. New roles for leaders: A step-by-step guide to competitive advantage. Franklin: Hillsboro Press.

Meinolf, D., Ariane, A., John, C. and Ikujiro, N.,2003. Handbook of Organisational Learning and Knowledge. Oxford: Oxford University Press.

Parker, G. ,2009.Team Leadership: 20 Proven Tools for Success. New Jersey: Human Resource Development Press.

Schilling, J. and Kluge, A.,2009. Barriers to organizational learning: An integration of theory and research. International Journal of Management Reviews, 11(3), pp. 337360

• To: (Name), CEO.
• From: (Your Name), HR Vice President.
• Date: May 08, 2022.
• Subject: Organizational Learning Issues.

During the research on the learning issues in the organizations, several problems were identified as ones that require attention the most. The first issue refers to the cultural-organizational disconnect: employees are not aware of their roles in the organization and importance of their work, thus lacking motivation to improve and grow. Another problem lies in the passive behavior the employees display: they do not have the cultural mechanisms that would continuously support their need to learn.

There are several aspects to the problem of organizational cultures attitude towards learning. First of all, the culture does not support continuous development of individuals, relying mainly on the collective coaching. Moreover, the culture is also not innovation-driven, which results in lack of education about new technologies and methods for the employees. Kra[nicka et al. (2017) state that innovation supportive culture stimulates the generation of new solutions or their absorption from the outside and contributes to the more effective implementation of creative ideas (745). To offer them an opportunity for improvement and growth, specific organizational learning mechanisms (OLMs) need to be introduced. Online/Internal OLMs should be the base of the learning process, as they allow employees to work and study at the same time  they can apply the skills they learned instantly in their work. Offline/Internal OLMs can also be used to train more practical skills or design individual learning plans for employees that have specific needs.

The basis for the psychological comfort of employees in any organization in a market economy is the high quality of management. According to Williams et al. (2018), the true benefit for a firm appears to lie not in any one particular action but in a conglomeration of strategic thinking approaches (43). The core of any management strategy is each employees clear awareness of their responsibility and their role in the companys achievement of desirable results, which provides a sense of belonging and meaningfulness. Thus, a new approach to management would presuppose, first of all, the creation of a more innovation- and learning-driven organizational culture. This culture would specifically contribute to the psychologically comfortable growth of personnel, and, through it  to the innovative potential of the organization as a whole. Next, an effective communication campaign should be implemented to ensure the employees awareness of the latest learning initiatives and offer them a comfortable way to engage in organizations growth.

Works Cited

Kra[nicka, Teresa, et al. Management Innovation, pro-Innovation Organisational Culture and Enterprise Performance: Testing the Mediation Effect.Review of Managerial Science, vol. 12, no. 3, 2017, pp. 737769.

Williams Jr., R. I., S. C. Manley, J. R. Aaron, and F. Daniel. The Relationship Between a Comprehensive Strategic Approach and Small Business Performance.Journal of Small Business Strategy, vol. 28, no. 2, 2018, pp. 33-48.

Introduction

Learning in an organization is one of the most important aspects if the organization will make any meaningful achievement in achieving their mission and vision statements. Employees are the most important investment of any organization and their roles as employees can only be achieved if the organization has effective mechanisms of ensuring effective and efficient learning processes are in place for their employees.

Learning in some organization especially tertiary education organizations is of utmost importance due to the dynamism of the education system. The organization and its employees must learn effectively for them to achieve their goals as educators. This paper discusses the learning process of the employees in terms of how it occurs, the learning styles and their effectiveness. It also covers the concept of explicit and tactic learning and lastly the formal and the informal ways employees learn about their jobs, the organization and its culture.

How learning occurs in National University of Singapore

The process of learning in any organization is believed to be a multi-factorial concept in the fact that there are different factors involved in the process. The way employees learn depends on many factors some of which include the management, environment, administration, the employees themselves and many other factors.Draft claims that learning in an organization is important

Learning organization promotes communication and collaboration so that everyone is engaged in identifying and solving problems, enabling the organization to continuously experiment, improve, and increase its capability. (Draft 9)

Learning encompasses the scientific knowledge, cultural aspect of the organization, personal knowledge and the shared commonness.

Systems thinking

This type of learning calls for the employees and the management to visualize events and occurrences at the global perspective and not as isolated events. The employees need to think of the whole organization as a dependent network with one action having the potential to affect the others. At National University of Singapore (NUS), the employees learn through the interrelated network of events and interpret the events in a way that they are likely to influence other events (Marquardt, 1996, p.5; Raffael, n.d. p.1).

Personal Mastery

Perhaps this is the type of learning that is most effective when it comes to the individual level. It is believed that through continuous exposure to the work environment the employees continuously learn more about how to improve on their efficiency and effectiveness of their services as employees (Marquardt, 1996, p.5).

Through experience people learn more about the organization as a whole and also learn about better ways of doing their job such that the whole organization benefits the most. At NUS employees are usually assigned specific posts which they hold for enough time such that the experience gained at personal and organization level is of both personal and organization benefit (Karash, 2002, p. 1).

Mental Models

This type of learning occurs through personal reflection of how the whole organization works. Different individuals have different perceptions and opinions of the culture of the organization and the working system. Different employees in NUS have different opinions, beliefs and interpretation of the mission, vision and the culture of the whole institution (Malhotra, 2011, p.1).

Thus learning for the employees becomes somewhat focused on personal perception and this may be attributed to the different opinions that are usually generated at the suggestion box, seminars, employees workshops and the whole management at large (Kolb, 1984, p.2)

Team Learning

It is argued that all the other models and methods of learning cannot be effective if team learning in an organization does not take place. It is believed that the success of any organization depends on the overall contribution of the management and all the employees.

Working together as a team may not materialize unless the whole team thinks and moves as a single unified unit. This can be seen in the way the whole management and the employee fraternity of NUS work together as a team in realizing the vision of the university (Smith, 2001, p. 1; Greenagel, n.d, p.1).

How individual learning styles affect the effectiveness of learning opportunities

It can generally be argued that unless the organization integrates its learning process with the individual learning styles there can never be any meaningful learning in the organization. According to Kolb there are four major learning styles at the individual level in which he classified people as divergers, convergers, accommodators or assimilators (Mitleton,n.d, p.39).

Divergerse

According to Kolb diverger individuals learn through the daily experiences in the workplace. Divergers look at the experiences and reflect about them deeply thus diverging from personal experience to all the available outcomes. Divergers are believed to look at situations from all the possible perspectives and generate their own views and ideas.

They are arguably the best kind of people when it comes to critical thinking especially in a brainstorming boardroom meeting. Kolb claims that divergers are usually interested in people and tend to be imaginative and emotional (Kolb, 1984, p. 2). He further claims that divergers tend to be interested in the arts and often have humanities or liberal arts backgrounds; Counselors, organizational development specialists, and personnel managers tend to be characterized by this learning style (Kolb, 1984, p. 2).

From these observations it can be argued that it is very necessary for any organization to understand divergers and try to change or adapt their organization learning opportunities to optimize on divergers. A report by changing minds also shares the same sentiments design learning for the people you are working with. If you cannot customize the design for specific people, use varied styles of delivery to help everyone learn (Changing Minds, 2011, p.1).

Divergers are likely to interfere with the team learning provided by the institution since they are likely to create their own personal interpretation of the team learning process instead of adapting to the teamwork spirit of learning (Cheryl, n.d, p.1). However divergers are most likely to benefit the institution in terms of application of the experiences they go through to generate new and more effective ways and systems of doing things in the organization. NUS facilitate teamwork learning which divergers may not benefit (Maricopa, 1997, p. 1).

Effectiveness of the learning opportunities as a Diverger

The learning process at (NUS) encompasses of learning through personal experiences at work, teamwork learning, collective thinking as an organization and systems thinking. As a diverger these methods of learning were very effective to me since my mode of learning about things involves more of learning from personal or organization experiences and generating generalized probable outcomes and how they either affect the institution as a whole or how the experience relates to other aspects of the institution.

Processes and structures facilitating individual and group learning

NUS has well outlaid processes and structures to facilitate both individual and group learning. NUS believes in specialization whereby each individual is assigned tasks according to qualifications and expertise. This allows each individual to gain mastery of their own workstation and also gives them the opportunity to relate the personal experience at workplace with the overall learning of the organization. Incentives, trainings, rewards and capacity building are always provided to facilitate individual learning (Farago, 1995, p.1).

Group learning is also accommodated in the institution in that different departments are supposed to interact and also different levels of organization and management are supposed to liaise with one another for effective learning and implementation of the learned concepts towards achieving goals and objectives of the institution.

The organization ensures that different mechanisms are in place to ensure that the learning occurred in a given level of management, or department is integrated with the learning in the individual level for the benefit of the organization (Abell,2006, p.86).

Explicit and tactic learning processes

Tactic learning occurs mostly at the individual level whereby learning is mostly driven by the internal factors such as the personal learning processes. Whereas learning through explicit instruction occurs through external influences. Smith believes that implicit learning is more robust and more durable than explicitly mastered skills and beliefs (Smith, 2001, p.1) although both modes of learning are equally important in any organization (Mason, 2011, p. 1).

Conclusion

The process of learning in an organization is a key determinant of the success of the organization. Different individuals have different learning modes and this affects the effectiveness of the learning opportunities in an institution. The organization has the obligation to integrate the different learning opportunities thy offer with the learning modes of the employees. Both explicit and tactic learning processes are important in an organization and both should be considered for effective learning.

References

Abell, N. (2006) Organization theory: an interdisciplinary approach. Web.

Bessant, T. (2007) Innovation and Entrepreneurship. John Wiley and Sons.

Changing Minds. (2011) Kolbs learning styles. Web.

Cheryl, L. Learning & Innovation in Communities of Practice. Web.

Draft. (2009) Organization Theory and Design. New York: Cengage Learning.

Farago, S. (1995) The Learning Organization. Web.

Greenagel, M. Lead Balloons, Stone Canoes, and Learning Styles in the Internet Age. Web.

Karash. (2002) Learning-Org Dialog on Learning Organizations. Web.

Kolb, D. (1984) Kolb Learning Style Inventory. Web.

Malhotra, V. (2011) Organizational Learning and Learning Organizations: An Overview. Web.

Maricopa. (1997) Learning is fundamentally Personal, Yet Social. Web.

Marquardt. (1996) Building the Learning Organization. Web.

Mason. (2011) What is a Learning Organization? Web.

Mitleton, K. What are the Characteristics of a Learning Organization. New York, NY: Cengage.

Raffael, L. Whats The Boundary Between Tacit And Explicit Knowledge? Web.

Smith, A. (2001) Peter senge and the learning organization. Web.

Smith, B. (2001) The learning organization. Web.

In the video “the learning organization,” Peter Senge discourses on the importance of an organization’s ability to work at its best by bringing together the various contributions of the members of the team. Senge proposes that an organization needs to encourage its members to shift from traditional thinking and challenge new boundaries so they can improve themselves from within through diverse experiences. When people work in teams, he proposes, they should develop a sense of candidness that allows them to be open and criticize each other. He is especially concerned with the ability of leaders to positively take criticism on their leadership styles, but also be capable of criticizing themselves.

The central issue in the lecture is the capacity of the members or an organization to reflect on various issues, and this is something that could greatly benefit the Dubai police force. Senge suggests that an organization should practice reflection so that it can avoid being fixated with treating symptoms and work on reflecting on the bigger picture to discern the underlying causes of the problem. Take, for example, the problem of traffic congestion in the city; the police officers are constantly engaged in dealing with the traffic snarl-ups and cases of road rage because there are simply too many vehicles on the road.

However, while towing cars and issue parking tickets solves the problem, in the end, the force would benefit from reflecting on how to solve the problem in the end. A possible solution could be cooperation with the city authorities to increase the parking fees or prevent personal vehicles from accessing some parts of the city. Nevertheless, Dubai law enforcement seems to have adopted some of the proposals suggested in the video, although this may have been done independently. For example, outside the city, there are limits due to the excellent roads and the many wealthy inhabitants who own supercars, there have been many issues of speed-related accidents.

The police force has moved to tackle this problem in a very creative and non-traditional way that reflects the spirit of challenging traditions, as suggested by Senge. They procured supercars for the traffic patrol officers, making Dubai the only place in the world where police drive around in official and Marked Ferraris, Lamborghinis, and other high-end supercars. As a result, unlike other countries where the police will have to rarely on-air support or roadblocks to apprehend speeding motorists, in Dubai, they are literary given a run for their money. This is a case of the police reflecting on the speeding problem and realizing that the only way it can be solved in the long term is to ensure that the offenders are made aware that they no longer have the monopoly of fast cars. Senge further suggests that an organization should have a clear image of what they want to achieve in the end to motivate their staff.

The Dubai police force will have to do more than get a few fast cars on the road to enhance such an image; to do this, the channels of communication between the superiors and juniors will need to be more accessible from down up. In many police and military organizations, there is often poor communication because of the strict hierarchical bureaucracies, and this tends to cloud the possibilities of a shared vision as the lower and higher ranks have radically different perspectives.

Two health organizations in Australia initiated transformational changes to promote the culture of learning organization within the specific institutions. These are the New South Wales (NSW) Health and the Flinders Medical Center (FMC) both located in South Australia (McGrath, Bennett, Ben-Tovim, Boyages, Lyons & O’Connell, 2008).

Need for change

The need for change arose because of increasing pressure on available resources especially in terms of the number of in-patient beds available for the increasing number of older patients in the north south wales region. This led to over occupancy of the Emergency Departments of most of the hospitals in the region such as at the Flinders Medical Center Australia (McGrath, Bennett, Ben-Tovim, Boyages, Lyons & O’Connell, 2008). As a result of this a lot of patients were subjected to long queues in the waiting bays of the hospital which were over crowded, since the hospitals had fewer in-patient beds as compared to the number of patients received daily.

Flinders Medical Center a 500 bed hospital that a coverage of over 300,000 people. Though this population is catered for by other hospitals, FMC is the major player in Complex and emergency procedures. It is estimated that 70% of the patients presenting at FMC’s ED required emergency care and 40% of these patients are ultimately admitted as in-patients. Because of this, the hospital experienced unmanageable cases of overcrowding at its emergency department, which required immediate attention (O’Connell, Ben-Tovim, McCaughan, Szwarcbord & McGrath, 2008).

Stakeholders involved in the change

A wide range of stakeholders was involved at different stages of the transformational change process. At first, the government of New South Wales in collaboration with the various public hospitals in the region ran an educational program to the public prior to initiation of the change. The NSW Director-General of Health directly supervised this program. Furthermore, the senior management of the hospital including the C.E.O. was part of the team.

The whole staffs of the Hospital were intensively educated on the need to embrace the change process. Finally, the patients were educated on the need for change and were made part for the transformation. Each of these people was required to act as a teacher to others hence reinforcing the learning organization (O’Connell, Ben-Tovim, McCaughan, Szwarcbord & McGrath, 2008).

Time frame of the change process

The period of the change process was set at 3 years for the NSW and 5 years for the FMC. NSW initiated the change process in 2002 while FMC initiated the process in November 2003 (McGrath, Bennett, Ben-Tovim, Boyages, Lyons & O’Connell, 2008).

Financial resources

The New South Wales regional government provided the bulk of the funding. The funding was implemented in three phases with each phase running for a period of twelve months. The whole phase took three years and it cost an estimated $ 70 million.

Challenges encountered during the change process

During the change process especially in the initial stages, the program faced opposition from members of the community that wanted more hospitals built instead of initiating change in the already existing institutions. In addition, patients perceived the change to be a waste of money, since in the early stages no tangible results were being observed. Furthermore, the change process almost hit a snag when some patients were reluctant in taking part in the change process (Johnson, 2009).

Some clinicians were reluctant to embrace the new processes aimed at improving care especially in the Emergency Department since some thought the change involved change in clinical procedures, which in essence would be met with resistance. Furthermore, the absence of resources stipulated in the change process design in the initial stages led to some of the clinicians casting doubt on the success of the whole process.

The fear that the whole program would come tumbling down was of concern especially in circumstances where resources were limited. Furthermore, the staff had the fear that jobs will be lost if they supported the process of change. This led to reluctance to participate in some of the implementation process such as when new technological devices were introduced.

Outcomes of the Change Process

The gains of the change process were clear and evident in every area that the change was implemented. It has been observed that the umber of patients complaining of poor services has realty declined since the initiation of the change process despite an increase in emergency patient numbers within the same period.

It was further observed that in the wake of the changes the number of patients admitted within eight hours of arrival at the emergency department increased tremendously with some days clogging more than 90% admissions within the same period. In addition, the number of patients outgoing from the emergency department within eight hours of presentation tremendously increased. Consequently, an accelerated increase in number of patients attending ED was observed.

Effects of the change process were also observed in the surgical units of the Flinders Medical Center and other hospitals that implemented the change. It was observed that the number of patients put on the waiting list for a period of greater than twelve months declined immensely. Moreover, total time of hospitalization was noted to decrease with progression of the change process because of reduced bureaucratic processes saving an approximate 15000 bed days (Ben-Tovim, Bassham, Bennett, Dougherty, Martin, O’Neill, et al, 2008).

Of importance to the whole process was the significant decrease in rate of mortality and morbidity. Over and after the period of change the death rate at all NSW facilities significantly decreased. This was attributed to the change process that greatly cut short on the waiting times in the various departments.

It was observed that the number of patients who vacated the ED without being attend to declined sharply with initiation of the change process especially in the area of proper allocation of patients to specific staff. This was evidence enough of patient fulfillment with the type of services offered at the ED of the various hospitals that implemented the change. Furthermore, shortage of staff a once common occurrence declined because of staff stabilization after the change process.

Of importance to note is that with all these gains there was no change in staff ratios or working space, rather the change involved redesigning programs on how things are done at these sites. Furthermore, the FMC’s client base increased tremendously showing evidence of a successful change process.

Institutional lessons learned from the change process

From this change process, it is evident that for a change process to succeed it needs to involve all stakeholders in the change process and they should feel that their solution to the problem is vital to drive the whole change process. When all the members of an organization feel they are out to achieve a gainful change, then the change process will be smooth. Consequently, it is evident that involvement of the highest office in the organization greatly gives a boost to the change process. For instance, it was observed that with the presence of The NSW Director-General of Health in the supervision of the change process (Johnson, 2009).

The importance of period in designing the change process is evident in this scenario. With a defined period, the members of organization are aware of the importance of meeting the targets within the specified time or risk being out run by events.

To achieve results, the mental attitudes of the members of the organization need to be refined and made to accept the change. This was accomplished through educating the patients and training the staff of the need for change and its effect on the overall patient care (Ben-Tovim, Bassham, Bennett, Dougherty, Martin, O’Neill, et al, 2008).

NSW Health initiated a shared idea across all the hospitals in the region creating a sense of a common aspiration that facilitated accomplishments of set goals in decongesting the Emergency Departments. This was achieved through the realization that almost all individuals wanted something to be done about the situation at ED. As such, the change initiator built on this shared desire to drive the staff and patients alike into being part and parcel of the change process (Johnson, 2009).

To initiate the changes, it was observed that it was easier to educate people as a team rather than as individuals since this allowed a dialogue with varied viewpoints, which gave the initiators on how the whole process should be initiated, built and implemented.

References

Ben-Tovim, I.D., Bassham, J.E., Bennett, D.M., Dougherty, M.L., Martin, M.A., O’Neill, S.J., et al. (2008). Redesigning care at the Flinders Medical Centre: Clinical process redesign using “lean thinking”, The Medical Journal of Australia, 188(6), 27-31.

Johnson, J. A. (2009). Health organizations: Theory, behavior, and development. Sudbury, MA: Jones and Bartlett Publishers.

McGrath, K.M., Bennett, D.M., Ben-Tovim, I.D., Boyages, S. C., Lyons, N.J., & O’Connell, T.J. (2008). Implementing and sustaining transformational change in health care: Lessons learnt about clinical process redesign. The Medical Journal of Australia, 188, 32-35.

O’Connell, T.J., Ben-Tovim, I.D., McCaughan, B.C., Szwarcbord, M.G., & McGrath, K.M. (2008). Health services under siege: The case for clinical process redesign. The Medical Journal of Australia, 188(6), 9-13.

Introduction

Today, we can observe drastic alterations in the way society functions. The rapid development of technologies promoted a significant shift in peoples mentalities towards the extensive use of digital technologies and the reconsideration of traditional approaches to increase their efficiency. At the same time, the availability of information and data related to different spheres of human activity demand enhanced skills from individuals for them to be successful and be able to function regarding new conditions. There are numerous claims to reconsider the approach to educating individuals because of its inability to meet modern requirements and provide learners with the knowledge and skills they might need in the future. Elimination of the bureaucratic approach and the creation of learning organizations/communities is one of the possible ways to solve this problem.

Learning Organization

In fact, the modern learning environment still preserves some approaches and patterns that are outdated because of the need for innovative ideas and methods. That is why a learning organization is one of the alternatives to bureaucratic forms. It can be determined as a unit that creates, acquires, and transfers knowledge in new creative ways that presuppose commitment, the participation of all stakeholders, and improved collaboration to attain success and guarantee appropriate results (Davidson, 2017). One of the basic distinguishing features of the learning organization is the utilization of innovative approaches that cultivate leadership and better collaboration with the primary aim to stimulate learners to generate knowledge in new ways that help to achieve success in the future (Davidson, 2017). Moreover, hierarchical patterns peculiar to traditional learning organizations are disregarded in this approach to create a new beneficial environment.

Learning Community

As for the learning community it is closely related to the previous term. It can be defined as a group of people who share the same academic goals and interests and who meet on the regular basis to collaborate with the primary aim to develop their skills and generate knowledge (DeWitt, 2017). These communities are a crucial part of the innovative approach to education as they contribute to the reconsideration of models that are used by educators and generate improved results (DeWitt, 2017). For this reason, the wide use of this practice is a key factor for the creation of a learning organization that will contribute to the improved results.

Comparison

When comparing the learning organization and community, there are several aspects that are similar. First, both these modes presuppose the use of collaborative practices to achieve better results. All stakeholders become the active participants of the process with the primary aim to attain better results and ensure that an improved understanding of the material is achieved (DeWitt, 2017). Additionally, both these approaches presuppose that individuals share the same vision of the long and short-term goals and have the desire to improve their skills. At the same time, there are several differences between learning communities and organizations. The first one implies a group of volunteers who are eager to improve their skills, therefore, they collaborate (Jagasia, Baul, & Mallik, 2015). The second mode means that there is a particular set of rules and regulations that should be followed to preserve the desired structure of the organization.

Improvements

Nevertheless, despite the advantageous character of these two practices, there is still some need for their improvement and introduction of new standards. Comparing them, the learning organization can be considered a mode easier to improve. There are several factors to prove this statement. First of all, the term presupposes that there is a particular structure that regulates the functioning of any organization and introduces ways for its improvement. At the same time, being a voluntary unit, the community lacks a clear structure and aspects that might regulate its functioning (Davidson, 2017). That is why, using the existing structure, certain improvements can be suggested to reconsider the work and role of the group.

Traditional Views Impact

Nevertheless, the creation of the above-mentioned learning organizations and communities still remains a complex task because of the powerful impact of the traditional view of education that preconditions the choice of methods to provide learners with knowledge and skills that might be needed in the future. The fact is that the old approach states that learners should be passive absorbers of data given by educators (Davidson, 2017). This idea predetermines the methodology used in the majority of educational establishments all over the world. Teachers use their authority and power to educate students by explaining to them some facts and trying to attain the high levels of their understanding.

Standards Impact on Quality

The standards mentioned above can be considered an important part of the modern sphere of education. First of all, they precondition the choice of the material that should be learned by students and directly impacts the quality of process and outcomes. The existing standards influence every dimension of the system and are concise lists of what students should do at every stage of their education (Davidson, 2017). In such a way, the quality of the acquired knowledge directly depends on the existing standards as they encompass all aspects crucial for students and their future careers. Alterations in existing needs also result in the reconsideration of standards and the introduction of new elements.

Government and Local Agencies Involvement

At the same time, the standards should be universal. For this reason, differences in curriculums and plans are not admissible. Their absence can be guaranteed by the involvement of the government to regulate the existing standards and ensure that their content will contribute to the gradual improvement of academic achievements and students knowledge (Osborne, 2017). Thus, I am sure that the government should be the central institution that has the right to alter existing standards and change the material provided to students.

As for the state and federal agencies, their opportunities to impact the standards should be limited. First of all, the radical reconsideration of the plan will result in the appearance of divergences across the state and problems in the future. Additionally, some alterations might be too experimental and should be accepted by specialists responsible for the sphere (Davidson, 2017). At the same time, local and state authorities should be provided with the authority to introduce some slight alterations to adapt the existing standards to the local conditions.

Ways to Find Mutual Ground

For this reason, it becomes critical to introduce changes that will help to shift priorities from traditional bureaucratic forms to the innovative ones that presuppose the creation of learning communities and organizations. However, there are opponents of this idea who state that the adherence to the traditional forms is critical for the modern educational system (Osborne, 2017). The central task is to create a wide discussion regarding the given topic and discuss the pros and cons of the new approach will all parties. It will help to find common ground by revealing the most problematic concerns and ways to solve them.

Second, the negative attitude of the opposition can be altered by showing the obvious benefits of the new approach. It can be accomplished by demonstrating the positive statistics collected from the educational establishments that have already implemented the new method and shifted priorities to the cultivation of communication, collaboration, and students participation (Osborne, 2017). Comparing results, educators, or adherers of the old approach will have an opportunity to understand numerous advantages of innovative methods and outcomes they can guarantee.

Finally, the opponents should be provided with an opportunity to work in terms of a learning organization to understand how it functions and what advantages can be acquired if to work in this environment. Some exchange practices can be introduced to ensure that volunteers from the opposite camp have an opportunity to consider whether they contribute to the overall improvement of the educational system or not (Jackson, Stebleton, & Laanan, 2013). It will obviously help to reconsider their attitude to the new method and understand the necessity to engage students in the process.

Local Problems

As for the Marion County School District, there are also some areas that need some improvement. Sometimes, educators and learners face the problem of superficial learning. In other words, students might experience a lack of knowledge in particular spheres because of the drawbacks in the curriculum or problematic teaching. The given problem can be solved by introducing alterations to the existing system. First of all, students should be provided with additional and credible resources for their better individual work and discussion in learning communities. Second, it is crucial to increase the motivation to learn by emphasizing the benefits of extensive knowledge in a future career.

Another problem may have to do with profound learning. When paying much attention to one or more subjects, students may miss essential knowledge from other areas. In order to avoid it, teachers need to instill an interest in different sciences in children and encourage their aspirations to learn something new in those fields that are unfamiliar to them. It will help to make pupils’ outlook wider and will give them an opportunity to learn more about the world. Moreover, such work can also be useful in terms of further education when students may need knowledge of the areas to which they paid insufficient attention.

Content standards are a topic that also deserves attention. Insufficient quality and comprehensive materials on specific subjects can adversely affect the preparedness of students and their academic performance. The solution to this issue may be found through the acquisition of updated teaching aids. For this purpose, the participation of the county administration is mandatory since it is an authority that is responsible for allocating funds for the purchase of relevant materials. If this issue is resolved, the learning process will be pleasant for both pupils and teachers.

In order to achieve success in the field of education, performance standards may be revised. The evaluation of students’ studies is sometimes purely individual, while mandatory principles for assessing the activities of children exist. Teachers should pay more attention to the self-expression of pupils and encourage any of their educational activities. It can be achieved through enthralling activities when each student is able to show his or her potential and deserve a positive mark. In this case, both adults and children will be satisfied enough.

Conclusion

Altogether, a coherent society has numerous demands for future specialists for them to succeed. For this reason, it is critical to reconsider the existing educational system to eliminate outdated bureaucratic patterns and create learning organizations and communities to guarantee positive outcomes and students participation in the process. It remains a challenging task as there are still numerous opponents of this idea. However, it is critical to find common ground to guarantee the further development of the system and positive results.

References

Davidson, C. (2017). The new education: How to revolutionize the university to prepare students for a world. New York, NY: Basic Books.

DeWitt, P. (2017). School climate: Leading with collective efficacy. Thousand Oaks, CA: Corwin.

Jackson, D., Stebleton, M., & Laanan, F. (2013). The experience of community college faculty involved in a learning community program. Community College Review, 41(1), 3-19. Web.

Jagasia, J., Baul, U., & Mallik, D. (2015). A framework for communities of practice in learning organizations. Business Perspectives and Research, 3(1), 1-20. Web.

Osborne, D. (2017). Reinventing America’s schools: Creating a 21st century education. New York, NY: Bloomsbury USA.